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ANE RICAN DR ACTIE RS2sE RIES 


EDITED BY 


JAMES E. RUSSELL, Px.D. 


DEAN OF TEACHERS COLLEGE, COLUMBIA UNIVERSITY . 


fabs 


TEACHING OF “CHEMISTRY: cAND. PHYSICS 
INL Ores ON DARY SCHOOL 


BY 


ALEXANDER SMITH 


AND 


EDWIN H. HALL 


Antevtcaw Ceachers Sevies 


The Teaching of Chemistry and 


Physics in the Secondary 
School 


BY 


ALEXANDER SMITH, B.Sc., PH.D. 


ASSOCIATE PROFESSOR IN THE UNIVERSITY OF CHICAGO 


AND 


EDWIN HH? HALL,’ Pu.D. 


PROFESSOR IN HARVARD UNIVERSITY 


LONGMANS, GREEN, AND CO. 


QI AND 93 FirrH AVENUE, NEW YorK 
LONDON, BOMBAY, AND CALCUTTA 


1908 


Copyright, 1902 


By LonGMANS. GREEN, AND Co, 


All rights reserved 


First edition, July, 1902 
Reprinted with revisions, August, 1904 
Reprinted, December, 1907 


UNIVERSITY PRESS - JOHN WILSON 
AND SON - CAMBRIDGE, U.S.A. 


Editor’s Note 


THE present volume in the American Teachers Series follows 
the lines marked out in the preface to the first volume. No 
effort has been made to bias or harmonize the views of the 
authors. It has been deemed better to have a logical presen- 
tation, even at the risk of disagreement, than to give the impres- 
sion that there is only one way of conceiving or giving class 
instruction. These volumes are intended as teachers’ helps, 
and their purpose is served if they are suggestive to teachers 
who are earnestly seeking for improvement. 

The authors of the separate parts on ,Chemistry and Physics 
have conferred frequently during the progress of the work, and 


have endeavoured to avoid unnecessary duplication. There 


-are thus some subjects of equal importance to teachers of 


chemistry and physics which are discussed in one of the sec- 
tions only. Some references, equally suited to either part, 
appear only once for the same reason. In a few instances, 
however, the divergence between the opinions of the authors 
seemed to make it desirable that each should present his own. 


JAMES -E. RUSSELL. 


TEACHERS COLLEGE, 
COLUMBIA UNIVERSITY. 


4133265 


Contents 


THE TEACHING OF CHEMISTRY IN, THE 
SBCONDAKRYRSC Ge 
CHAP Uhre 
INTRODUCTION 
PAGE 
I. Reasons for the Study of Science 8 
II. History of Chemical Instruction . 18 
III. Present Condition of Chemical foaienenon 21 
CHAPTER II 
CHEMISTRY IN THE CURRICULUM 
I. Precedence of Physics . 29 
a. The Report of the Ghrmities er Ten 29 
6. Observation in Chemistry a Study of chest 
Properties . Se ul ae ea oa Ys 30 
c. The Conclusion 33 
II. Arguments in Favour of the Precedence ie Chemist 33 
III. Inwhich Year of the High School Course shall Chem- 
istry be taught? 37 
IV. The Time to be allotted to nem istey 40 
V. Continuous Courses in Chemistry ; 2 
VI. Articulation of School and College Ghetnisire ; 44 
PC LPATIE ER Tht 
PoE INTROUUCTION OF THE) SUBJECT 
I. Impediments to be overcome or avoided 49 
II. What Phenomena shall furnish the Basis of the eee: 
ductory Work? 62 


a. Classification of Various Brueipine a? VERE 
ment . 


viii CONTENTS 


PAGE 
6. Various Arrangements illustrated by Reference to 
existing Text-Books .. . 55 
c. The Present Ideal of the Secondary Schoul 
Course in Chemistry . : . ee Seas Ue 
III. Earlier Generalizations of a Qualitative N: ature 20 Se ee 
IV. Further Generalizations of a Quantitative Character . 72 
V. The Relation of the Quantitative Laws to Formule and 
Fequations sis. ¢-o0jcay te 2. es 


CHAPTER LV. 
INSTRUCTION IN THE LABORATORY 


I. The Value of Laboratory Work for General Education 87 
a. For teaching Knowledge-making by Observation 


and Induction. . . 87 

6. For teaching Knowledge- meade By ‘hel Study of 
Natural Objects and Phenomena . . = Soe. 
c. For teaching Caution and Mental Rectitude . . 89 
d. Other Benefits of a General Nature. . . go 

II. The Value of Laboratory Work for Instruction in Chem 
IStTY aioe te . Merwe 
a. For giving First- Hen Rents Mo eS 
6. For holding Interest and Attention . ©) o))eseuon 
c. For securing Clear and Pregnant Bae Sg ee 
III. The Laboratory Directions . . oa ee ae 
a. Laboratory Directioas should te cohereae .) ae 

6. Main Points in regard to the Directions for each 
Experiment, 400.) no) 3) os 
.- ¢. selection of Experiments © 25-52 ).0 ee 
~~ a. An Mlustration © “10... cue. seuss een 
IV. -The Pupil and his.Attitude ~. 2°42. 0.) = eee 
a. The Verification of Laws +.) .. 106 
6. The Attitude of Discoverer; the Heuristic Method 106 
éSUMMAary, st) oe, gee Se oe 
gen VN. \ Laboratory’ Technique <2) 0) ss 5 i) 9s 0e. or 
VI: Quantitative Experiments "<0 074 920-2 9.) 20 pe 
ZAM ItA ONS ae hell : Be a 
6. Equipment for Ouanutanve Eupenmens 2 Yee 


wom  ¢, Suitable Quantitative Experiments) .) . pane 


mM BA: 
VIEE 


CONTENTS 


ad. The Application of Quantitative Experiments 
é. Benefits and Objections . 

The Role of the Teacher in the Laboratory 
The Note-book . : Ae A hl 


IX. Emergencies 


Il. 
ITl. 
PMN 


Vi 
ee 


CHAPTER iV 
INSTRUCTION IN THE CLASSROOM 
a. Oral and Written Quizzes . 
6. Experimental Demonstrations 
c. Stoichiometric Problems 
ad. Use of the Text-book 
é. The Importance of keeping the Sumeeth in omnes 
with Every-day Life 
fj. Necessity for Unification of the Whole’ 
~ g. Some Misleading Words 
hk. Some Common Fallacies 
z. The Grammar of Science 


CHAPTER VI 
SOME CONSTITUENTS OF THE COURSE 


The Atomic Theory: its Nature and Place in Elemen- 
tary Instruction 
a. The Atomic Theory not a Fact 
6. Its Limited Application . : 
ge thepPlace\of the peas in Bien city i ae 
tion 
The Treatment of Valeney: : 
Use of the Results of Eimeicoche rica Investigation : 
Shall Qualitative Analysis be included, and if so, in 
what Form? : 
a. Arguments in Favour of Qualitative neat 
6. Arguments against Qualitative Analysis 
c. Exercises in Identification . 
The General Content 
The Selection of the Text- Fone anf inbetind etre 


Ee 


128 
1K) 


135 
136 


138 


144 
145 
146 


154 
154 
156 


158 
162 
165 


171 
172 
173 
178 
182 
184 


xX CONTENTS 


CHAPTER VII 


THE LABORATORY, EQUIPMENT AND ILLUSTRATIVE 
MATERIAL 


PAGE 
. Accommodations required’) 270) 95) 90) oy een ere 
It. Laboratory Furniture? 5) 200 25k cay) 
a. Thé) Desks 300 67%) OR ee © 
6. ‘The’ Hoods’, '.) sw, ACSA. ce) Se 
c. The Side-shelvesy 0 43 la Tk a 
ad, Other Laboratory Putnitre 2 ge 
ijl. Laboratory Equipment()) 9. «hen ness 
IV. Apparatus and Chemicals, and the Stofet room « .. auras 
V..\\ The Classroom and its Pittings 2) 2 0. > 
VI. - Illustrative Material’. 900) 0. a os | 
VII. \. The Feacher's Private Room 2)... 40.) a 
CHABLER! (VII 
THE TEACHER, HIS PREPARATION AND 
DEVELOPMENT 
. The Training of the: Peaches sa auee 207 
II. The Development of the Teacher during Profesamele 
LAlGs | Jesbue take UTM 
III. Literature for the Teacher ws fetccel at tan ihrer iE 


THE ‘TEACHING OF PHYSICS) IN@ iii 
SECONDARY SCHOOL 


CHAPTERFI 
WHETHER TO BE A TEACHER OF PHYSICS 


Motives Influencing Decision. Natural Qualities Needed 233-237 


CHAPTER Ii 
PREPARATION FOR TEACHING 


Objects of Education in Science. The Teacher should be 
able to Advise. Ph.D. or A.M. for the Teacher? Sup- 


CONTENTS x1 


PAGE 
plementary Studies. Knowledge of History of Physics. 
Habit of General Observation. Study of Art of Teaching 

238-246 


CHAPTER -I1l 


THE TEACHER AS STUDENT, OBSERVER, AND 
WRITER 


Original Research? Work akin to Research. Physics out 
of Doors. Change and Variety. Writing and Speaking 


247-252 


CHAPTER LV 
PROBLEMS OF LABORATORY PRACTICE 


Water-Proofing Wooden Blocks. Correction and Use of 
Spring Balance. Use of Platform Balance. Preparation 
of Apparatus for Measurement of Expansion of Air . 253-266 


CHAPTER V 


SCHOOL TEXT-BOOKS OF PHYSICS 


Retrospect. General Information. Typeof Book. Change 
of View and Method. Harvard College Action on Physics 
for Admission. Influence of Harvard ‘ Descriptive List.” 
A Revision. Influence of Ann Arbor. No All-sufficient 
Pew sOOK rae Sa ei thee sy wh ae ere | ollie Gi. 6 267-273 


CHAPTER VI 
DISCOVERY, VERIFICATION, OR INQUIRY ? 


“Inductive and Deductive.” Abuses of ‘ Inductive 
Method.” Art of Discovering General Laws cannot be 
Taught. Verification. Prejudice perverts Evidence. 
Method of Inquiry; Illustrations. Inaccuracy of Some 
“Laws.” Pooling of Observations in Difficult Inquiries; 
Illustrations: Laws of Bending, Acceleration, Test of Mass, 
Action and Reaction, Density of Air. Pupils’ Blunders. 

Pe petitanton exercises fv ky sds te) a) Srnec s 274-288 


454 CONTENTS 


CHAPTER: Vili 


THE TECHNIQUE OF LABORATORY MANAGEMENT 
PAGE 
Report on Methods by Committee of Eastern Association 
of Physics Teachers. Even-Front Progression. Wasteful- 
ness of Irregular Order of Progression. Reduplication of 
Apparatus. Size of Laboratory Section. Individual or 
Group Work? Length of Laboratory Exercise. The 
Teacher’s Preparation of Work. Use of a Manual. The 
Pupil’s Preparation. Record of Laboratory Work; Illus- 
tration. Time and Place for Calculations. Oversight of 
Note-Book. First Record should Stand. ‘“ Data Slips” 
and “ Result Slips ” for ‘“Scrap-Book” Record. Lessons 
from Laboratory Work. Care of Apparatus. Relief from 
Manual: babor ss) 9 goalies oo Soe 


CHAPTER VIII 
LECTURES AND RECITATIONS 


Laboratory Work not Enough. Function of Lectures, etc. 
Abuse of the “ Quiz.” Numerical Problems. Preparation 
for Lectures. Lecture-Room Galvanometers. Projecting 
Lantern. Qualitative Experiments. Applications of Physics. 
Care for Form in‘ Lectures ~~. 4) 7." 3 | = 2, 


CHAPTERALA 
PHYSICS IN PRIMARY AND GRAMMAR SCHOOLS 


“Nature Study.” Children’s Experimental Knowledge. 
Difficulty with Words. Qualitative or Quantitative Work? 
Need of Progress. Physics in Grammar Schools of 


Cambridge wl...) 0G ni) ie Ee) Jal OR ia err ae 
CHA PAE Kaa 
PHYSICS IN VARIOUS KINDS OF SECONDARY 
SCHOOLS 


College Entrance Physics of the National Educational 
Association. History of the N. E. A. Report. Detailed 


CONTENTS Sate 


PAGE 
List of Exercises. Action of Middle States Board. Dif- 
ference between Preparatory and Non-Preparatory Schools. 
What High Schools should do. Physics in the High School 
of Brookline tag ane aL toes 324-340 


CHAP LEK x! 
ON THE PRESENTATION OF DYNAMICS 


Difficulty of the Subject Increased by Poor Teaching. 
Multiplicity of Force-Units. Tabulation of Equations. 
Wassin the, Language of Engineering 2"... 3. 341-347 


CHAPTER All 
PLAN AND EQUIPMENT OF A LABORATORY 


Working Tables. The Laboratory-room, Apparatus-cases, 
etc. Workshop. Lecture-room. Some Equipments. 
Generale ppalatuSiea tte fri Rai ee) ils he ss. 348=355 


ie Phish iT 


PHYSICS TEACHING IN OTHER COUNTRIES 
Intcermanyawin England. In France’ .)< , .;/«)- 356-371 


INDEX ° ° ee e ° ° ° ° . e ° ° ° ° ° ° ° ° S73 


or ACI PNG Ole C H RMiS PRY. IN 
DES SECONDARY S@nOOE 


By ALEXANDER SMITH, B.Sc. Pu.D. 


ASSOCIATE PROFESSOR OF CHEMISTRY IN THE UNIVERSITY OF CHICAGO 


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Prefatory Note 


Wuie there is only one science of chemistry, there are many 
opinions on the teaching of it. A tendency to seeming dogma- 
tism is almost unavoidable in writing on the subject. It can 
only be said that, by an attempt to present the various views, 
even where there is a very distinct inclination towards one view 
on the part of the majority of chemists, an effort has been 
made to avoid real intolerance. ‘The references to articles and 
books dealing with all controversial points will enable the reader 
to acquaint himself with the best that can be said for each 
opinion by its special advocates and to reach a decision for 
himself. Where the writer has felt certain that fundamental 
faults are committed by any considerable number of the less 
well-trained teachers, as, for example, in connection with 
equations, the atomic theory, natural law, etc., the view held to 
be correct may appear to have been presented in an extreme 
form or with needless vigour. Perhaps it is hardly necessary to 
explain that the precise treatment given here in such cases is 
not necessarily suited as it stands for the consumption of the 
pupil. If it impresses the teacher strongly by putting a different 
view in high relief, and shows him the standpoint of the chemist 
as opposed to that of some pedagogues, it will have served its 
purpose. 

The book assumes the reader’s familiarity with the science. 
Many brief references to chemical matters would have been 
greatly expanded or carefully limited if they had been intended 
for beginners. 

There has been no intention to recommend particular text- 
books. Many have been cited as possessing some point of 
special excellence, but this must not be taken to indicate 


4 THE TEACHING OF CHEMISTRY 


emphatic approval of those works as wholes, say for use with a 
class of beginners. 

The author is indebted to many friends for helpful sugges- 
tions. Special thanks are due to Messers. J. B. Tingle, Illinois 
College, M. S. Walker, West Division High School, Chicago, 
W. A. Noyes, Rose Polytechnic Institute, and J. B. Garner, 
Wabash College, who have read all the work in manuscript or 
proof. 


ALEXANDER SMITH. 
THE UNIVERSITY OF CHICAGO, 
March, 1902. 


The 


Teaching of Chemistry in the 
Secondary School 


CHAPTER I 


INTRODUCTION 


BIBLIOGRAPHY. 


Spencer, Herbert. Education, Intellectual, Moral and Physical. 
London, Williams & Norgate. New York, D. Appleton & Co. 1860. 

Bain, Alexander. Education as a Science. London, Kegan Paul, 
Trench & Co. New York, D. Appleton & Co. 1881. 

Macgregor, J.G. The Utility of Knowledge-making as a Means of 
Liberal Training. Narure, LXI. (1899), 159-163; extracts in SCHOOL 
REVIEW, VIII. (1900), 372. 

Eliot, C. W. Educational Reform. New York, The Century Co. 
1808. 

Mach, Ernst. On Instruction in the Classics and the Sciences. 
Popular Scientific Lectures. Chicago, The Open Court Publishing Co. 
London, Kegan Paul, Trench & Co. 1895. - 

‘Coulter, J. M. The Mission of Science in Education. SCIENCE 
[N.8S.], XII. (1900), 281-293. 

Wilson, C. C. What is the Consensus of Opinion as to the Place of 
Science in the Preparatory Schools? ScHOooL REVIEW, VI. (1898), 
203-211. 

Huxley, T. H. Science and Education. Collected Essays, Vol. III. 
London and New York, Macmillan. 1893. 

Perkin, W.H., Jr. The Modern System of Teaching Practical In- 
organic Chemistry and its Development. Vice-Presidential Address. 
Report of the British Association, 1900. Reprinted in NATURE, LXII. 
476-481. 

Perkins, A.S. Elementary Chemistry in the High School. ScHOOoL 
SCIENCE, I. 72-77. 

Williams, R. P. The Teaching of Chemistry in Schools, 1876-1901. 
SCIENCE [N.S.], XIV. 100-104. 

Long, J.H. Early History and Present Condition of the Teaching 
of Chemistry in the Medical Schools of the United States. Vice-Presi- 


6 INTRODUCTION 


dential Address before the American Association for the Advancement of 
Science (1901). Reprinted in SCIENCE [N. S.], XIV. 360-372. 

Russell, J. E. German Higher Schools. New York and London, 
Longmans, Green & Co. 1899. Pp. 329-351. 

Cooley, LeR. C. Science for Education. Presidential Address be- 
fore the New York State Science Teachers’ Association. High School 
Bulletin No. 7. Albany, N. Y., The University of the State of New 
York. . Pp. 578-594. 

Butler, N. M. ‘he Scope and Functions of Secondary Etlucation. 
EDUCATIONAL REVIEW, XVI. (1898), 15-27. 

In introducing the subject of the teaching of chemistry it is 
fitting first to state as briefly as may be some of the reasons for 
the inclusion of this study in the curriculum of the secondary 
school. We shall thus ,|have in hand the key to the point of 
view which will be preserved in the treatment of the subject as 
a whole, and our statements will indicate the ideal towards which 
the means of education that we may discuss are to be directed. 
Since the ideal which we set before ourselves must be brought 
into relation with the actual conditions, it will be advisable also 
to say something in regard to the present state of chemistry in 
the secondary schools of this country. We shall then be able 
more easily to determine the means by which the actual may be 
converted into, or at least be brought to approach this ideal. 

In advocating the study of a science, all intention of regarding 
it as the only worthy means of education, and of urging that it 

shall supplant other subjects, must be discarded. 
Spencer’s tes 4 " har 
Reasons for t is true that the support of no mean authority 
ue Study of might be found even for this radical position. 

c1ence. . é 

Herbert Spencer, in his chapter on “ What knowl- 
edge is of most worth,”’ attempts to show, and with some success, 
_ that the information which the study of science furnishes is incom- 
_ parably more useful for our guidance in life than any other kind: 
Starting from the thesis that education is intended to teach us” 
how_to live, and considering all the activities of human life, he 
demonstrates that science furnishes equally in all cases the need- 
ful preparation. Considering next its use as a discipline, he 
concludes “that for discipline, as well as for guidance, science 
is of chiefest value. In all its effects, learning the meanings of 


INTRODUCTION 7 


things, is better than learning the meanings of words, Whether 
for intellectual, moral or religious training, the study of sur- 
rounding phenomena is immensely superior to the study of 
grammars and lexicons.” He contends that the value of the 
information furnished by history and consisting of a mere tissue 
of names and dates has a conventional value only. On the 
other hand an acquaintance with Latin and Greek, since it fur- 
nishes extra knowledge of our own language, but can be of value 
only so long as certain languages and races exist, may be held 
to have a value that is at best quasi-intrinsic. The knowledge 
furnished by the truths of science, such as that resistance to the 
motion of a body varies as the square of the velocity, and that 
chlorine is a disinfectant, are truths which will bear on human 
conduct ten thousand years hence as they do now, and can 
therefore alone lay claim to true intrinsic value. 

While we cannot doubt the great and in many ways entirely 
wholesome influence which Spencer’s views have exercised, 
we may be permitted to point out, that, in supporting the 
claims of some particular subject or class of subjects to inclusion 
in a course of education, one is always in danger of comparing 
the subject he favours a¢ zfs dest, and in the ideal form it may 
receive at the hands of an ideal teacher, with other subjects at 
their average or even at their worst. This essay was written 
before 1860, and was published in that year with the others form- 
ing the volume on education. Perhaps the circumstances of 
that time justified much of what is said, in a way that the cir- 
- cumstances of the present would not. There have undoubtedly 
been great improvements in language teaching at its best since 
that time, and while Spencer states that ‘‘ science forms scarcely 
an appreciable element in our so-called civilized training,” and 
in another place speaks of it as “that which our school course 
left almost entirely out,” these statements could not be made 
with justice in the same form at the present time. 

_ Our task will be rather to show that science undoubtedly has 
an aptitude for educational employment sufficient to make it a 
valuable study. We may fairly say also that its use is justi- 


8 INTRODUCTION 


fied by the desirability of introducing variety into our means 
of instruction. ‘This must increase its strength and effective- 
Other Reasons Ness in view of the many-sidedness of the inter- 
mi She nner ests and therefore of the avenues of approach in 
each individual case, and of the differences in the 
tastes of different individuals. We may perhaps even go so far 
as to demand its employment on the ground that in some direc- 
tions, even at its average, it can furnish certain constituents of 
an all round discipline.of the mind more easily or in a more 
conspicuous ‘degree than other subjects at their average. 

We must begin with characteristics which are common to all 
science, with physical science chiefly in mind, and afterwards 
more briefly refer to the special claims of chemistry. The order 
in which the reasons for the study of science are given is not so 
much that of importance as that of convenience of presentation. 


I. Reasons for the Study of Science. 


Our first reason for the study of science rests on the training 
in observation for which it furnishes the opportunity. To use 
Training in the common expression, the employment of the 
Observation. Jaboratory method in science furnishes an exercise 
not merely for the senses but for the mind. This practice of 
observation is, however, common to all forms of scholarship, 
and is applied in languages, for example, as persistently as in 
science. But in the latter this training directs attention to 
material objects, and so, while theoretically the same process, it 
awakens an interest in, and develops a capacity to exercise an 
entirely different and most worthy set of activities. Its applica- 
tion to the study of nature and her laws gives, as nothing else can, 
a distinct view of the universe as a well-ordered system. As Pres- 
ident Eliot says (Hducational Reform, 110), “ The student of 
natural science scrutinizes, touches, weighs, measures, analyzes, 
dissects, and watches things. By these exercises his powers of 
observation and judgment are trained, and he acquires the pre- 
cious habit of observing the appearances, transformations, and 
processes of nature. Like the hunter and the artist, he has 


INTRODUCTION 9 


open eyes and an educated judgment in seeing. He is at home’ 


in some large tract of nature’s domain.” Mach (Sccentific 
Lectures, 280) makes the same point as follows: “TI shall 
meet with no contradiction when I say that without at least an 
elementary mathematical and scientific education a man remains 
a total stranger in the world in which he lives, a stranger in the 
civilization of the time which bears him. Whatever he meets in 
nature, or in the industrial world, either does not appeal to him 
at all, from his having neither eye nor ear for it, or it speaks to 
him in a totally unintelligible language.” This interest in a 
knowledge of nature is an essential element in robust life. The 
study of books alone, at its worst, often submerges the victim of 
it in an unpractical and even medieval spirit which we all recog- 
nise as charaeteristic of the bookworm. 

The second reason for the study of science is that it trains 
the pupil in the organization of his observations by comparison 
and induction. This again is an operation not by qeaiie th 
any means peculiar to scientific work. Every Comparison 
human being from the earliest months of his exist- #04 duction. 
ence onwards is occupied in the co-ordination of the observations 
he makes, and in building up, with rapidly increasing speed, a 
mass of rationalized experience. The business of life, when it is 

entered upon, is promoted by the same processes.’ Consciously 
or unconsciously observations are made and generalizations pro- 
duced from them, and on the ability to do this correctly the 
man depends for his success in life. This has been called by 
Professor J. G. Macgregor! the “ knowledge-mdking ” process, by 
which he means that separate facts do not constitute knowledge 
in themselves, and that all we know which is of value is made 
by putting together our isolated observations. It is our ability 
to do this which counts in scholarship or in life, and it is this 
therefore which education should be specially directed to culti- 
vate. As Professor Macgregor points outs, the old curriculum, 
_and particularly the study of the classics, affords abundant op- 


1 In a most interesting inaugural address delivered at the opening of 
the fortieth session of Dalhousie College and printed in full in NATURE. 


TO INTRODUCTION 


portunity for the exercise of this power. The study of language 
involves the continual putting together of instances of the use 
of words and phrases. “The lexicon,” he continues, “ would 
give little more than a clew in many cases to the English equiva- 
lents of, say, Latin words, the exact equivalents, whether words 
or phrases, being determinable only by the study of the context 
and the fruitful drawing upon experience.” 
There are two differences between this process as carried out 
in the study of a language and the same process employed in 
the study of a science. In handling the grammar, 
Differences  ,._.. ey : : 1 ole 
petween Work dictionary and text, it is almost impossible for this 
CTP Tirta instruction in its carly stages, and at all events at 
its average if not at its best, to avoid confirming the 
tendency usually fostered by ordinary home training of relying 
upon authority for information and opinions. Even the most 
elementary work in science must be considerably below the 
average if it does not place the experimental facts themselves 
before the pupil, and suggest to him no other ultimate source 
of information, whether for the learner, the teacher, or the 
author of the text-book, than the study of nature itself. The 
other advantage which natural science possesses is that experi- 
ment permits the repeated production of every fact fresh from 
its original source in the order of nature, as often as may be 
necessary for its full appreciation, and with. such variations in 
its circumstances and surroundings as a clear view of every side 
of it may demand. The method of experiment is a tower of 
strength in the study of the facts of science, while its applica- 
tion to languages is usually discouraged by the teacher, and its 
use in history is impossible. The recourse in this way to the 
study of the thing itself for first hand information, the exactness 
and conclusiveness with which every fact may be established, 
the testing of every inference or hypothesis by renewed com- 
parison with facts, form the essence of the scientific method. 
While it is employed as far as possible in all scholarly work, yet 
it was first recognised by logicians in connection with the rapid 
growth of science which resulted from its systematic application , 


INTRODUCTION II 


in the study of nature, and it still finds special opportunities of 
employment along scientific lines which are lacking in other di- 
rections. It is not too much to expect that the practice of this 
universally applicable method on the original material will form 
an invaluable foundation for its subsequent use in any direction 
whatever. As Professor Jebb says: ‘The diffusion of that which 
is specially named science has at the same time spread abroad 
the only spirit in which any kind of knowledge can be prose- 
cuted to a result of lasting intellectual value.” 

Amongst the possibilities which the study of a science promi- 
nently presents is that of the exercise and control of the imagi- 
nation. In connection with every subject of thought 5.. 6+ the 
it is a function of the mind to rearrange the various Imagination 
conceptions which are presented, to recombine them ™ nal 
in new forms, and to invent hypotheses which justify the new 
combinations. Of all the powers of the mind it is certainly 
that which is most important in giving originality to the results 
of thought. But in proportion to its value and activity is the diffi- 
culty in controlling its operations. T he imagination is a good 
servant, but a bad master. ‘The opportunity which is offered in 
an experimental science to test the results of the work of the 
imagination by comparison, again and again renewed, with the 
concrete materials with which it has been dealing, furnishes an 
unrivalled opportunity to practise the control of it. To parody 
Dr. Johnson’s aphorism about Richardson, the study of science 
must do much towards teaching the imagination to move at 
the command of truth. 

As Professor John M. Tyler says’: “The successful scientist 
will always exercise his‘own imagination and that of his pupils. 
He will not allow ‘This valuable gift of nature to be repressed 
by a bookish and wordy education.’ He will encourage no day- 
dreaming fancy. He will demand that the pictures of the imag- 
ination shall be rigidly tested to see that they correspond to 


. 1 The Culture of the Imagination in the Study of Science; SCHOOL 
REVIEW, VI. (1808), 716. The whole article should be read. See 
also Pearson’s Grammar of Science, chapter I. 


12 INTRODUCTION 


some. objective reality. But within these limits, and with these 
restrictions, the student of science will cultivate his imagination 
as faithfully as the student of art. And he will train it and 
control it with far more scrupulous fidelity.” 

The study of science gives training in what, for want of a 
better name, we may designate self-elimination. In all subjects 
Self-elimina- Cla’ and unbiased judgment is the ultimate goal of 
tion in Science the student’s effort, but many branches of knowledge 
wey are so filled with human opinions, permeated by 
conventional standards, and all through show so strongly the 
stamp of human workmanship, that unprejudiced judgment is 
hard to attain. Professor Coulter, in an address delivered at 
the University of Michigan, presents clearly the idea I wish to 
convey : — 

“The general effect of the humanities in a scheme of educa- 
tion may be summed up in the single word appreciation. ‘They 
seek so to relate the student to what has been said or done by 
mankind, that his critical sense may be developed, and that 
he may recognise what is best in human thought and action. 
To recognise what is best involves a standard of comparison. 
In most cases this standard is derived and conventional ; in no 
case is it founded in the essential nature of things, in absolute 
truth, for it is apt to shift. In any case the student injects 
himself into the subject; and the amount he gets out of it is 
measured by the amount of himself he puts into it. It is the 
artistic, the zsthetic, which predominates, not the absolute. 
It is all comparative rather than actual. ‘The ability to read 
between the lines is certainly the injection of self into the sub- 
ject-matter, and the whole process may be regarded as one of 
self-injection in order to reach the power of appreciation. . . . 
The proper and distinctive intellectual result of the sciences is 
a formula, to obtain which there must be rigid se/f-elimination. 
Any injection of self into a scientific synthesis vitiates the result. 
The standard is not a variable, an artificial one, developed from 
the varying tastes of man, but absolute, founded upon eternal 
truth.” 


INTRODUCTION 13 


Of course neither of these qualities of self-injection and self- 
elimination is confined to the branch of knowledge in which it 
is thus discovered to be a conspicuous constituent. As Profes- 
sor Coulter points out, even in the study of science alone the 
self-injecting tendency of the humanities must be combined 
with the self-eliminating tendency of science, “ and the power 
of appreciation developed by the humanities must always be 
tempered by the scientific spirit.” Each method is needed in 
the study of both. Objective and dispassionate study is the 
result of the application of the scientific method in any field of 
knowledge, but the material of the sciences favours the achieve- 
ment of this ideal in an especial degree. As Huxley says, the 
scientific mind is “a clear, cold, logic engine, with all its parts 
of equal strength, and in smooth working order.” — 

Other characteristics of mental discipline, such as the way in 
which it stimulates mental rectitude, favours clear thought, leads 
to clear expression, etc., might be discussed. They are, how- 
ever, either implied more or less distinctly in those already 
enumerated, or may be discussed more fitly in connection with 
the particular parts of chemical work which call out their em- 
ployment. 

An argument of a different kind but of no small weight is 
founded upon the value of the information which the study of 
science imparts. It is at once evident that a study value of the 
which has strong claims on account of its disciplinary pp 
value must become practically indispensable if it is Science. 
able simultaneously to furnish information which is useful and 
can be obtained in no other way. It is one of the strong points 
of Spencer’s argument in the chapter on “ What knowledge is 
of most worth” that the information furnished by science is of 
this kind. In learning how to live we must consider the activities 
which make up life. Spencer divides these into those con- 
cerned with self-preservation, those concerned with the gaining 
of a livelihood, those concerned with the rearing of offspring, 
those which minister to the regulation of conduct in social and 
political relations, and those which minister to the gratification 


14 INTRODUCTION 


of our tastes and feelings. He shows in great detail how all- 
important scientific knowledge is for success in any of these 
lines. Huxley has used the same argument, and puts it ina 
very striking form. ‘The memorable passage in one of his 
essays, in which, after comparing life to a momentous game 
with complicated rules, he asks whether a parent who failed to 
teach his son the rules of this game would not be considered 
negligent or even cruel, is so familiar that to recall it is almost 
superfluous. In his simile, life is like a game of chess with an 
invisible opponent, who may be regarded if you will as some 
calm, strong angel, who plays for love, as the saying is, and 
would rather lose than win. The rules of the game are the laws 
of the universe. The incompetent player is checkmated — 
without haste, but without remorse. 

Not only is this information valuable, nay, indispensable, in 
itself, but it assists in holding the interest of the majority of 
pupils who would not be so much attracted by a purely disci- 
plinary study. Contact with physical science when it is pre- 
sented in the right way must continually be felt to be contact 
with a mighty, living, and growing reality. 

There is still another consideration which cannot be left out 
of account when the introduction of a subject into the curric- 
History of the Ulum is proposed, and that is that we have no 
Curriculum. reason to believe on historical grounds that the old 
curriculum has become so much a part of the development of 
the race that any change in it would produce serious organic 
disturbance. As President Eliot has clearly shown,? the 
classical curriculum is only three hundred years old, and dis- 
placed after a severe struggle an entirely different course of 
training, consisting of scholastic theology and metaphysics, 
while this in turn was simply the usurper of a throne formerly 
occupied by grammar, rhetoric and logic, with a little mathe- 
matics, music and astronomy. ‘Thus a complete revolution of 
the whole list of studies might occur again without scholarship 


1 A Liberal Education, and where to find it. Zssays, Vol. III. 
2 What is a Liberal Education. Zducational Reform, 94. 


INTRODUCTION HY 


becoming a byword or education perishing from the earth. 
Even if science and modern languages entirely displaced the 
classics, we could not urge that a break in the course of nature 
had occurred, but only that history was repeating itself. This 
displacement, however, is not demanded. All we make is a 
plea for the fair representation of science, and this must be 
regarded as conservative, whether we look at it in the light of 
reason or of history. 

To sum up, we may fairly claim that when science is employed 
in a way which constitutes an approach to the realization of its 
possibilities, it furnishes a field for observation along 
a special line, that of the phenomena of nature ; 
it exercises us in knowledge-making, and for this furnishes a 
method of unusual power, that of the study of concrete objects 
and of experiment; it gives employment for the imagination, 
and at the same time provides an especially sure means of con- 
trolling its operations; it trains the’ judgment by the way in 
which the nature of its subject-matter favours self-elimination ; 
and finally, the information which it yields is of a special and 
particularly valuable description. Other subjects may claim to 
provide discipline under every one of these heads, but in each 
case science gives a particular variety of this discipline which is 
distinctive. It is thus an indispensable complement to other 
branches of study, and, it may be added, is indispensable not 
merely in the secondary school, but at every stage of education. 

This is the least that can be said. Many scientific men 
claim more for it. In ascending the Brocken one sees, at 
intervals of a few hundred feet, portions of ground fenced off 
and used for the rearing of small trees which are afterwards to 
be planted out at the same altitude! If the same trees were 
sprouted at the experiment station at Goettingen, and then 
planted at the top of the Brocken, so far as even an authority 
on forestry could see, they might appear to be perfectly 


Summary. 


1 J have adapted this illustration from the highly suggestive presi- 
dential address of Professor Dennis on ‘‘ The School and the World” 
delivered before the Indiana State Science Teachers’ Association (1898). 


16 INTRODUCTION 


adapted to the purpose, yet they would have less chance of 
surviving in their changed environment. It is to be feared that 
a large part of what we learn.in school does not survive trans- 
plantation to the climate of the world, in spite of the demon- 
strable value of its educational possibilities. Perhaps before we 
have concluded our study of the teaching of chemistry, it may 
appear that science at its best comes nearer to being a form of 
training sprouted at the right altitude, and stands a better 
chance of thriving in every-day life than book learning in any 
other branch. 

Some objections have been urged against the conspicuous 
employment of the sciences as aids in education. It is said 
Objections to that the method of science is so rigorous and 
the Study of exact that it unfits men for dealing with human 
the Sciences. ‘ : 

questions which have not the same clean-cut qual- 
ities. Perhaps the best answer to this is that experience has 
not shown that men, even when they have devoted their whole 
lives to the study of science, very generally lose the qualities of 
sympathy and humanity. And, if there is no great evidence of 
this in their case (and, in this connection, surely the quotation 
of Darwin’s experience has been decidedly overworked, and 
been manipulated like a stage army until it has furnished an 
apparent basis for generalization), there is little danger of 
serious atrophy of the sensibilities when scientific work of an 
elementary character occupies but a fraction of the time of our 
youth. 

It is said also that the study of science tends to lower the 
ideals of the student, since it calls upon him to soil his hands 
by contact with that which is commercially useful, and that its 
general pursuit would convert us into a money-getting and 
ease-loving people. I believe that the writing and publication 
of books for beginners in various languages is a very lucrative 
occupation, but I have not heard that this fact diminishes the 
cultural value either of the instruction given by the author or of 
the study of his books. Seriously, it is not proposed that a 
course should be given which shall in the remotest way suggest 


INTRODUCTION 17 


’ how one may become wealthy by the employment of chemistry. 
There are many teachers of chemistry who would be delighted 
to attend such a course, however, if it were given. 

Finally, it is stated that the scientific man exercises himself 
with so limited a part of human experience, as compared with 
that touched by the classics, for example, that the study of 
science has of necessity a distinctly narrowing influence. ‘This 
argument, and the preceding one as well, simply seem to be 
fresh cases of comparing one study at its worst with another 
study at its best. Science at its worst under a poor teacher is 
doubtless as narrowing, not to say dull and useless, as any 
other study taught under the same conditions. 

So far we have spoken of science in general with the thought 
of physical science particularly in our minds. Some of the 
arguments in its favour hold with special force in jy. gciences 
regard to the biological sciences, and indeed, if inthe Curri- 
these sciences had been considered, at least one ast cite 
weighty addition might have been made to the list. We are 
not here concerned with sciences other than physical ; nor does 
any question arise as to whether physics is to be preferred to 
chemistry or chemistry to physics. Chemistry can be studied 
only through physics. The latter science is more easily ap- 
proached, furnishes a broader field and more points of contact 
with every-day life, and is indeed a prerequisite to the study of 
any science. If chemistry is studied before, or instead of 
physics, about half the time at the disposal of the teacher 
of chemistry must be devoted to the study of physics, or the 
work in chemistry itself will be trivial and superficial. , 

Chemistry shares with physics all the characteristics of 
scientific study which we have discussed. It differs from it 
slightly, however, in respect to thé degree and manner in 
which some of them are represented. Thus in chemistry ob- 
servation is mainly through the study of physical phenomena ; 
chemical observation is therefore made by. inference and) not> 
directly. Again, the facts of chemistry which have to be taken 
into consideration, even in elementary work, are much more 


7 
~ 


18 INTRODUCTION 


numerous than is the case in physics. The memory is much * 
more heavily taxed in their mastery, and the powers of organi- 
zation are called more prominently into play in their arrange- 
ment. Without unusual emphasis on organization and 
arrangement the science disintegrates into a mass of details. 
Finally, the study of chemistry, on account of the indirect 
method of observation, gives more employment to the imagina- 
tion than does physics. The theories and hypotheses of chem- 
istry are more indispensable to the appreciation of its facts. Of 
course, as regards information, the sciences are all distinct from 
one another, and there is little to choose between physics and 
chemistry in the matter of the importance of this. 


Il. History of the Teaching of Chemistry. 


While the discussion centering round arguments like those 
we have set forth was going on, the sciences had been slowly 
ripening on the didactic side against the time when they 
should gain free representation in the schools as disciplinary 
studies. 

The course of laboratory instruction in the earlier days of all 
institutions of whatever kind seems to have been modelled on 
weivenstar that pursued by Liebig in Giessen. Here, Professor 
Instruction Perkin says, ‘‘ after preparing the more important 
in Chemistry. Gases,” the student “was carefully trained in quali- 
tative and quantitative analysis.” The publication of an out- 
line of Liebig’s course in qualitative analysis by Professor Will 
in 1846 (this was the first systematic introduction to the subject 
for the use of beginners), and its translation into English, seem 
to have been followed by the adoption of this subject as almost 
the sole material of elementary laboratory instruction. Even at 
the present day the tradition still retains its influence, and the 
importance of fuller preliminary instruction in general chemistry 
is still fighting its way to recognition in some quarters. The 
one-sided and distorted view of chemistry which the standpoint 
of elementary qualitative analysis gives is still unfortunately the 
only one offered to many beginners. 


INTRODUCTION 19 


by Harvard College, when, in 1888, it included chemistry for | 
the first time among the subjects that might be offered for ad-— 
mission, and, through Professor Cooke’s Laboratory Practice, 
issued in the same year, defined the kind of work which it | 
considered to be the true educational equivalent of the other 
and older preparatory school studies. This book. practically \ 
launched a new ideal in chemical instruction. It was the first 
attempt in this country’ to lay out a course of laboratory work _ 
dealing adequately with the fundamental facts and laws of 
chemistry. The result was in marked contrast to the miscel- 
laneous experimentation with chemical substances, and the 
dabbling in qualitative analysis which had hitherto been in use 
and had afforded so little support to the classroom work on the 
principles of the science. 

In Great Britain the question of the best methods of teaching 
elementary chemistry had been under discussion for some years 
before this time. In 1889 a committee of the British Associa- 
tion, appointed to consider the subject, submitted. a report 
which included a detailed outline of work (prepared by Pro- 
fessor Armstrong for the Committee) that was a vast improve- 
ment on the old schemes commonly in use.- It resembled the 
American plan in discarding analysis, but was intended for a 
younger set of pupils, and differed from it besides in placing 
emphasis even more strongly on the mefhod of instruction at the 
expense of the completeness of the account of the science. It 
sought to place the pupil as completely as possible in the attitude 

— of a discoverer, and was willing to sacrifice much in the way of 
speed and area covered to accomplish this. In their different 
ways both were notable contributions to the didactic side of 
chemistry, and we may trace directly to their influence the rapid 
spread of more rational methods of teaching the science which 
has been so conspicuous in both countries. ‘The principle 


The first really decisive step in the right direction was taken | 
| 
| 


‘1 Professor Ramsay’s Experimental Proofs of Chemical Theory for 
Beginners (London, Macmillan, 1884) was the corresponding “first” in 
Great Britain, 


20 INTRODUCTION 


underlying Professor Cooke’s plan has been adopted by nearly 
every recent work prepared for the use of secondary schools. 
The motif of Professor Armstrong’s report has coloured, where 
it has not controlled, a large proportion of the recent teaching 
of Great Britain. 
In Germany some work in science is given in every year of 
_the secondary school course. ‘The instruction, however, seems 
Chemisty ta 8° be undertaken with a different aim from that 
the Schoolsof kept in view in the English-speaking countries. 
hier ne While in this country chemistry is taught as a 
separate department of instruction, and with the object of con- 
ferring some knowledge of the science itself, in addition to the 
extraction of such general mental discipline as its study is able 
to afford, in Germany the science is employed primarily for the 
purpose of giving intelligent knowledge of things around us, and 
as a means of training the powers of observation, reasoning, and 
exact expression. While this is the general tendency, however, 
there are many schools in which individual laboratory work by 
the pupils is included in the curriculum, and in which the place 
of chemistry is more like that which it holds in America to- 
day. Yet even in these schools the laboratory work does 
not call for fresh study of new problems in an independent 
spirit, but only repetition of those already used and _ illus- 
trated in the classroom. Then, too, attendance on the 
laboratory exercises is optional and is usually very limited. 
Promotion to the next class is in theory dependent on pro-. 
ficiency in scientific as in other studies, but in practice takes 
place irrespective of this. Thus, in the German school, 
science, to use the words of Spencer, is “the household 
drudge, who, in obscurity, hides unrecognised perfections.” 
At least these perfections, if recognised, are veiled until the 
regular study of the sciences as separate subjects begins in 
the university.? 


1 See James E. Russell, German Higher Schools, 329-351, in which a 
detailed outline of the work in physical science in one school is given, 
and the methods and ideals are fully set forth. 


INTRODUCTION 21 


III, The Present Condition of Chemical Instruction, 


The history of secondary education in America so far as 
chemistry is concerned, has been marked by two conflicts, first, 
the struggle for admission, and then, the struggle for The strugete 
rank. ‘The struggle for admission may be said to fr Admission. 
have been completely won, although there may be outlying 
portions of the field which have not yet been occupied by the 
victor. The number of pupils taking chemistry in all the 
secondary schools in the United States is some indication of 
this. According to the report of the Bureau of Education, 
8.55 per cent of all the pupils were studying chemistry in 
1897-98. When we consider that chemistry is very rarely 
taught during more than one year, and that it is usually placed 
in one of the later years of the course, it is probable that not 
more than 15 per cent of all the pupils during any one year 
have any opportunity to take chemistry. ‘The actual number, 
therefore, is, on the whole, encouraging. Attention may be 
called in passing to the peculiarities, either in the opportunities 
for taking chemistry, or in the way in which advantage is taken 
of these opportunities, or both, in different parts of the country. 
The percentages are g.39 in the North Atlantic States, 12.22 
in the Western States, 7.58 in the North Central States. 

. The struggle for rank may be said to have been won also, but 
by a moral victory. The opponents are defeated, but it may be 
doubted whether they are convinced. They cover he struggte 
their retreat by the statement that the scientific tr Rank. 

course is possibly of equal value with the classical, but the 
training which it gives is different.” On this ground they fre- 
quently would refuse the granting of the degree of A.B. to the 
graduates of such a course. Unquestionably the sciences have 
been at a disadvantage on account of their lack of that prestige 
which three hundréd years of continuous employment have 
given to the older subjects. But, putting aside all prejudice, 
there is perhaps still some ground for reserve in answering the 
question whether science has actually fulfilled its promises. 


eo 


22 INTRODUCTION 


That its present average efficiency is far below its possible best, 


- no one can doubt. So far as the feeling of which we have 


spoken is due to a distrust of science at its best, the question 
has already been disposed of in the first section of this chapter. 
So far as it expresses a lack of confidence in science, and par- 
ticularly in chemistry as it is, some further inquiry into the 
question will be proper in this place, and before we pass to 
the discussion of the means which in many schools at least 
have enabled it to reach the best. 

There are unquestionably some things which diminish the 

effectiveness of chemistry as a means of instruction in our 
; schools. ‘The first of these is a lack of organized 
Difficulties . : : pelts ‘ 
with which lnstruction in scientific matters running through 
meena every year of school work, from the first to the 
last. The pupils have not been brought up to the 
study of nature and physical science by personal handling of 
the objects with which these deal, and consequently their ability 
to get the best out of the subject is hampered because their 
capacity to employ the means of study has become partially 
atrophied by disuse. 

This state of affairs is certainly being remedied, but that the 
improved conditions have yet had time to affect the average 
teaching in chemistry, may be doubted. Contrast this with the 
custom of continuously employing the methods of language 
study from the earliest years, which every child has acquired, 
and the disadvantage under which chemistry labours is at once 
apparent. 

Still another impediment may be found in the instruction in 
chemistry in the higher institutions which are intrusted with 
Defects in the the duty of training the teachers. As before, we are 


Means af- speaking of the average and not of the best. It has 
forded for : eatite 

Training been asserted, and with justice, that the greater 
of Teachers. 


part of this training is essentially non-scientific in 
its tendency. ‘The instruction is too dogmatic, and books are 
too largely the reliance of the instructors. The pupils are not 
disciplined in the methods of observation and investigation, 


INTRODUCTION 23 


and there is too much speculation substituted for the much 
more conservative theorizing and explanation which are alone 
permissible. ‘The pupils are not brought in contact with the 
spirit of the subject by the study of the original sources and the 
memoirs of investigators, and, above all, they are scarcely ever 
called upon to perform any original investigation, no matter 
how simple, on their own account. Such instruction can 
never transfuse into the minds of the pupils any notion of the 
spirit of the subject. Take, for example, the conventional course 
in chemistry. Even if the subject is studied for two or three 
years, which occurs in the preparation of a small minority only 
of the prospective teachers in secondary schools, the time is 
largely occupied with quantitative and qualitative analysis, sub- 
jects which should play a subordinate part in the preparation of 
the teacher, unless he has ample time at his disposal. It is 
general chemistry that he must know, and instruction in these 
other branches not only contributes little to his knowledge of 
the main trunk, but even diverts his attention from it. Com- 
parison with the training given in languages and mathematics 
shows that, although it may be easy to point out defects, the 
preparation is, after all, much more thorough in the directions 
in which the work of teaching in the secondary school makes 
’ the heaviest demands. 

The results of faulty training of the teacher are more serious 
in science than in language. As Professor Macgregor says, 
“In the making of linguistic knowledge, a pupil under an 
incompetent teacher does not stick fast. He has the experi- 
ence of his childhood to help him, is capable of exercising the 
knowledge-making power without the teacher’s aid, on the 
familiar material which language affords, and in his effort to 
make progress, cannot help exercising it to a greater or less 
extent. Let me draw special attention to this point; for the 
fact that in the study of language, exercise of the knowledge- 
making power is not only possible, but in a large measure 
unavoidable, even under an incompetent teacher, gives to lan- 
guage study a great advantage over science study, as a means 


€e 


24 INTRODUCTION 


of discipline in all educational institutions, but especially in 
those of lower grade, in which, owing to their large number, 
the difficulty of securing competent teachers is especially 
great.” 

Still another cause of diminished effectiveness in chemistry 
teaching is the lack of unity in the aims and methods of the 
Lack of Unity teachers. This is the result of the existence of the 
in Aimand same fault in the work of the higher institutions. 
anes Some elementary courses in chemistry are devoted 
largely to analysis. In others, the discourse is mainly of atoms. 
These, instead of being employed as conceptions rather than 
facts, are described with such realism that the study of the sub- 
ject by experiment is pressed into the background, either 
actually or in the estimation of the pupils. ‘This lack of unity 
is so notorious that when, a few years ago, a set of educational 
conferences was called at Columbia University, no conference 
on science was held. It was considered that the opinions of its 
advocates were so unsettled that the colleges had no basis on 
which to fix definite requirements in science at all. We have but 
to look at text-books on chemistry in order to see that, although 
they are all labelled chemistry, their content and spirit differ 
widely. We have but to compare them with the standard trea- 
tises on languages and mathematics to see how much greater 
the unity is which has been reached in these subjects. 

In enumerating the disadvantages under which the teacher 
labours in fitting chemistry for a place.in the curriculum, we 
The Intrinsic MUSt note that not the least of these is the difficulty 
Difficulty of of the subject itself. To quote Professor Mac- 
the Science. sregor again, “A difficulty with which the sound 
teaching of science has met, arises from the complex character 
of its subject-matter. To compare different usages of words, 
for example, one has but to turn over the leaves of a book ; to 
compare instances of the occurrence of natural phenomena, the 
phenomena must be watched for or reproduced under varying 
conditions.” Or again, as Professor Cooley says, “ Phenomena 
are the symbols in which truths are written, but phenomena 


INTRODUCTION 25 


abound in superficial likenesses, obscure differences and decep- 
tive analogies. A correct translation of this language requires 
keen perception, accurate judgment and crystalline forms of 
expression.” It is undoubtedly harder to carry the subject to 
a depth corresponding to that which would be reached in 
French or Latin, or to master it with equal thoroughness. 

The case is often made worse by putting chemistry before 
physics in one of the earlier years in the secondary school. 
The highest benefits can be got from its study only when the 
time comes at which, as Professor Nicholas Murray 
Butler, in attempting to define the stages of psy- Meera 
chological development and ascertain their corre- Work in 

F : ‘ Chemistry. 

spondences with the stages in our educational 

system, says, the soul “demands new and more difficult prob- 
lems to occupy it and absorb its activities.’ As we hope to 
show later, the organization of the teaching of chemistry at its 
average is in need of very great improvement before adequate 
benefit can be conferred by it, even in the fourth year of the 
secondary school. At present much time is wasted on the 
study of superficial aspects of this science, when the same time 
devoted to languages or mathematics might have gone much 
deeper and been educationally much more effective. Much 
testimony is available to prove that the chemistry work in 
the average school is not a trial worthy of the powers of the 
pupils. To use the expressive phrase of a friend of mine, 
‘¢ There is too much chicken-feed chemistry occupying time 
that might have been devoted to the giving of solid nourish- 
ment.” One needs but to visit a number of schools to see that 
there is truth in this statement. I have seen work in English 
being done by the freshmen of a high school which showed a 
surprising grasp of the more abstract aspects of rhetoric and an 
ability to handle problems of literature in a wonderfully effec- 
tive manner, while the same pupils in the next year were putter- 
ing with a kind of chemistry which, it may be said without 
exaggeration, would not have over-taxed the ability of a reason- 
ably intelligent infant if its physical development had permitted 


26 INTRODUCTION 


it to attempt the work. A mode of study in a science which 
does not take full advantage of the knowledge-making power 
which it can call forth, not only largely wastes the time it occu- 
pies and discredits the science itself, but diminishes the effi- 
ciency of the whole curriculum of instruction. ‘There is reason 
to fear that chemistry has gained admission before the means of 
using it most effectively have become widely known. 

The work in science is also frequently hampered by the atti- 
tude of the authorities of the school, who may not be as fully 
Some Other COnvinced of its value as their introduction of the 
Hindrances. sybject into the curriculum would lead us to ex- 
pect. They are apt to promote pupils who have neglected 
scientific work, provided they have done well in other studies. 
They are apt also to appease the clamour for representation 
of science in their school by assigning classes in chemistry 
to teachers who have had almost no preparation in the subject, 
instead of delaying its introduction until they can afford to obtain 
a properly prepared instructor. ‘They are prone to load four or 
five sciences on one teacher, regardless of the utter impossibility 
of organizing good laboratory instruction under such circum- 
stances, even if the preparation of the teacher should, by a 
miracle, be not unequal to the task. They cut the day into 
equal and often very brief periods, as if mechanical adjustment 
of time were everything, and the essential differences between 
laboratory work and class work, in respect to the value which 
each can get out of thirty or forty minutes, were nothing. 

To secure instruction in science of effectiveness equal to that 
in other subjects, and to wrest from it the benefits which it ad- 
mittedly can confer, we must have continuous in- 
struction in science, beginning with nature study 
in the elementary schools; we must have at the other end im- 
provement in the chemical curricula in the highest institutions 
which furnish the teachers ; we must have unanimity, or some 
approach to it, in regard to the aims and methods of secondary 
school chemistry ; and we must work out the detailed organiza- 
tion of the teaching of chemistry more fully. When these things 


Summary. 


INTRODUCTION 29 


have been accomplished, proper respect for the subject at the 
hands of all educational authorities will come of itself. At 
present the average instruction in chemistry does not even re- 
motely approach, in the benefits which it gives, the best that 
can be given or is given, When the difficulties we have 
enumerated have been removed, or considerably reduced, we 
may confidently expect that chemistry, at its average, will 
worthily fulfil the hopes which the reasons given for its study 
awaken. It is in the earnest hope of contributing something, 
however little, to the attainment of this end by bringing to- 
gether the opinions of all authorities on the teaching of chem- 
istry in secondary schools that the following chapters have been 
written. 


CHAPTER II 


CHEMISTRY IN THE CURRICULUM 


REFERENCES. 


Report of the Committee of Ten of the National Educational Associa: 
tion. Washington, D.C., U.S. Bureau of Education. 1893. Pp. 117-123. 

Woodhull, J. F. Sequence of Sciences in the Secondary School 
Curriculum. High School Bulletin No. 7. Albany, N. Y., The Univer- 
sity of the State of New York. Pp. 516-523. 


THE sequence of chemistry with reference to other subjects 
and the year in which it shall be placed are questions of great 
importance, since they affect profoundly the manner of the. 
instruction and the amount that can be accomplished. ‘This 
question can hardly be said to arise except in connection with 
the sciences. In the case of Greek the doubt lies between 
the second and third years. In English, Latin, or mathemat- 
ics the first year is the natural place for the beginning course. 
In science, however, we havea choice of five or six distinct 
subjects which may conceivably be taught in any sequence, 
each in any year. Observation of schools shows that this 
freedom is made use of to the fullest extent. Not to occupy 
too much space with the discussion we may confine ourselves 
to the question of the order in the case of chemistry and phys- 
ics, and whether the physical sciences should be placed in the 
earlier or later years of the high school course. Even with this 
restriction, there is not the slightest approach to unanimity on 
either of these questions, either in the opinions of school-men 
themselves, or in the practice of the schools. Something more 
final than the opinion of the individual teacher is required, 
since, if he is interested in securing the best work from his 
pupils in chemistry, he will naturally prefer to secure a place 


CHEaLI SLAY LV THE CURBICCLOM 29 


in the fourth year of the school for this work. Several of 
the points involved in the discussion of these questions have 
so important a bearing on the teaching of chemistry that we 
shall be justified in devoting some space to their consideration. 


Loe pues rrecedence- ofirhysics, brn bia 
a. Zhe Report of the Committee of Ten : — In the report of ae 


Committee of Ten perhaps the point which excited most dis- 


cussion was the decision which _they reached, that ie 
Reasons for ~ 


chemistry should be taught before physics. It is pnyesies be- 
Weis iedly Goncedied:by all-than the lozieal order fore Chem- 
is just the reverse of this. The minority report of ats 
Professor Waggener states, with considerable clearness, the 
reasons which lead him to dissent from this part of the re- 
port. In brief, these were as follows: Since in training the 
pupil to make accurate observations and to draw safe infer- 
ences, the more simple subject-matter should precede the less 
simple, and that which is more obvious to the senses that which 
is less so, and since that which derives more abundant material 
for illustration and application from the experiences of every- 
day life will form abetter starting point, physics seems to be 
indicated as the natural precursor of chemistry. He points out 
that a great part of physics relates to phenomena wherein the 
_ bodies concerned and their behaviour are directly perceptible to_ 
the senses at every stage of the experiment. The first results 
thus come from direct perception rather than by inference, 
and upon such phenomena the power of making inferences 
should first be trained. ‘The behaviour of parts of matter con- 
OO On TOS Nn and enteric nk 
obsé ; and the conceptions we form of it are less simple 
than those of molecular physics, since it involves aredistribu- 
tion of more than one kind of matter, and the forces in obedi- 
ence to which this takes place are much more complex in the 
matter of selection and direction than cohesion. ‘The ra- 
‘tional study _of chemical phenomena is therefore of a higher 


order of difficulty than those of physics, — certainly than those of | 


30 CHEMISTRY INASTHE. CORRICCLEL,. 


molecular physics, a portion of the subject to which the work of 
the high school is largely directed.” Finally he points out that 
chemical theory depends for rationalization so completely upon 
an intelligent conception of its many and close relations to 
physical laws that previous training in the measurement of the 
fundamental physical constants would seem to be indispensable. 

b. Observations in Chemistry a Study of Physical Properties : 
—It appears to me that the dependence of chemistry upon 
physical conceptions and phenomena might fitly have been 
emphasized much more strongly. I think that a closer exam- 
ination of the features of chemical experimentation will show 
this, and will incidentally point out one of the directions in 
which much of the teacher’s effort may be fruitfully spent. 

When any chemical operation is to be carried out, its suc- 
cess invariably depends upon attention to matters belonging 

i Physical Basis strictly to the domain of physics. ‘Thus, if it be a 
of Chemical question of dissolving a salt in water, the process 
Manipulation. il take a limitless time if the solid is permitted to’ 
rest at the bottom of the vessel, along with the part of the solu- 
tion which is slowly becoming more concentrated. Yet it is 
seldom that a pupil will spontaneously hasten the process by 
mixing or agitation. Again, when a gas is to be generated 
and collected over water, the filling and inversion of the jar 
of water and the displacement of the water by the gas all in- 
volve many physical questions. In more difficult experiments, 
particularly those connected with the determination of the 
molecular weight of chemical substances by one of the many 
simplified methods which may now be used in any high school, 
physical principles (vapour tension, laws of gases, adjustment of 
pressure before volume measurement, etc.) are almost the sole 
things to be considered. 

A little reflection will show in a manner still more striking 
how, even in the study of the simplest chemical changes, the 
interpretation of the result depends upon a knowledge of physics. 
If the problem be to ascertain the effect of heating upon some 
body, the pupil may observe all that takes place, but, without a 


CHEMISTRY IN THE CURRICULUM 31 


rapid concurrent interpretation of each feature as it presents 
itself by reference to physical principles, the experiment will 
lead to no correct conclusions whatever. ‘The sub- 

f _ Physical Basis 
stance may melt, and the pupil must ascertain of Chemical 
whether this is simply a physical change, or whether ©PS¢rvation. 
it involves chemical change also. ‘The substance may boil, 
or appear to do so. ‘The pupil must be in a position to dis- 
tinguish between boiling and decomposition accompanied by 
the production of a gas, for example, by the fact that the removal 
of the source of heat interrupts boiling, but usually does not so 
promptly affect the progress of decomposition. In heating 
ammonium nitrate’ we have an excellent illustration of a multi- 
plicity of things which require physical explanation. The ex- 
periment is full of points, such as the apparent violence of the 
boiling while the bubbles of gas rising in the bottle succeed 
one another but slowly, and the cloud of smoke which some- 
times accompanies the gaseous materials and passes successfully 
through the water, all of which require careful consideration of 
the physical properties of matter for their explanation. 

Again, suppose that the problem before the pupil is the ex- 
amination of the-action of various metals upon concentrated 
hydrochloric acid, and that he is instructed merely pyrtner tus. 
in the method of bringing the materials together, and tration. 
is expected to observe what follows for himself. He must have 
recourse to physics to ascertain whether the effect following the 
introduction of zinc is boiling, and consists in the evolution of 
steam, or is produced by the development of hydrogen. Usually 
his first thought is to attribute the effect to boiling, and indeed 
the reasoning of the observer must frequently consist in draw- 
ing a trial conclusion, and then testing it by known physical 
facts. Again, when the copper is introduced into the acid no 
action takes place. But when the mixture is warmed, bubbles 
of vapour are given up apparently from the neighbourhood of the 
copper, and the pupil is likely now to conclude that hydrogen is 


1 This illustration is fully discussed by Miss Stickney. New England 
Association of Chemistry Teachers, Aeport of Fifth Meeting (1899), 4. 


32 CHEMISTRY IN THE CURRICULUM 


being formed. ‘This conclusion must be suspended, however, 
when he realizes that the liquid being heated is a strong solu- 
tion of a gas. He must, therefore, either ascertain whether the 
escaping vapour contains hydrogen, or indirectly, by looking for 
the blue colour of a salt of copper, recognise that there has really 
been no formation of such a salt, and therefore there can have 
been no evolution of hydrogen. 

It is hardly necessary to add that when parts of physics have 
to be drawn upon wholesale, as the kinetic theory of gases in 
explaining Avogadro’s hypothesis and its applications, or the 
properties and employment of electricity in experiments in elec- 
trolysis, a previous acquaintance with dynamics and electricity 
is of the utmost value. In the contrary case, the extreme un- 
familiarity of the whole thing interposes a tremendous drag on 
the progress in chemistry. 

A careful consideration of any chemical experiment, even the 
simplest, thus reveals the fact that an intimate knowledge of the 
physical properties of matter is required in carrying it out suc- 
cessfully, and in interpreting the results. This knowledge of 
physics must be even more intimate than that demanded of the 
pupil of physics himself, for in the-case of the latter the work is 
outlined in such a way that the subject under investigation and 
the method are both known beforehand. In a chemical experi- 
ment, the physical phenomena turn up without warning, and the 
pupil must identify them instantly and understand their whole 
bearing if the conclusion is to be otherwise than doubtful or 
hazy. In fact, the matters of immediate observation in a chemi- 
cal experiment are all physical, and the data derived from these 
depend upon physical knowledge, and thus everything but the 
final conclusion is physical and not chemical. 

It has been remarked that “each chemical experiment is a 

question put to nature, and forethought and care are 
Physical Phe- . : : 
nomenathe  mecessary in putting the question, and study and 
Language of reflection in interpreting the answer.” In view of 
Chemistry. : ; 

the above we note that the chemical question has 
to be put in a strange language (namely, by physical methods), 


GHEMISTRY ANGLIA E COLKICULUM 33 


and the answer is returned in the same foreign language. This 
language must therefore be mastered before the question can be 
put or the reply understood. The education of a chemist con- 
sists largely in acquiring a colloquial knowledge of this language. 

¢. Zhe Conclusion: — Whether chemistry or physics should 
come first is thus seen to be an idle question. Physics must 
cgme first. The question really is whether it is better to furnish 
a systematic knowledge of physics during the previous year, or 
leave it to be picked up as it is presented, hap-hazard, in the 
course of chemical work. When the question is put in this 
form, there can be little doubt in regard to the answer. It is 
true that the course in physics will probably not deal in any 
sufficient detail with some of the phenomena most intimately 
connected with chemistry. But the facility with which the pupil 
who.has surveyed the whole ground in outline will acquire fur- 
ther knowledge of the same kind, will be incomparably greater 
than that of the pupil who has no “apperceptive mass” in 
which the fragmentary facts noted in the course of chemical 
work may be absorbed. 

It is evident that when chemistry precedes physics, the former 
subject will furnish a more valuable introduction to the latter 
than in recent discussion has been generally admitted. A 
teacher of chemistry, whether he will or not, is bound to fur- 
nish some instruction in physics, and the result, while it must 
necessarily be unsystematic, will nevertheless assist materially 
in the subsequent study of the same thing. ‘The study of either 
subject is bound to hasten the process of acquiring the other, 
but the precedence of physics is the more economical arrange- 
ment, since it will but little diminish the speed with which 
physics may be acquired, while greatly accelerating the prog- 
ress of the pupil in chemistry. 


II. Arguments in Favour of the Precedence of Chemistry. 


The decision of the Committee of Ten seems to have been 
based finally upon the consideration that the greatest amount 
of mathematical training possible should be secured before the 

3 


34 CHEMISTRY IN THE \CORRICCLUM 


pupils enter upon the study of physics. Authorities on this 
subject, however, do not seem by any means to be unani- 
Physicsang ‘™ous in thinking that a course in advanced algebra 
Mathematics. and solid geometry are really indispensable prerequi- 
sites. In algebra the solution of simple equations is usually 
considered sufficient, while in geometry the determination of 
the area of the parallelogram and circle, and the volumes of the 
sphere and cylinder can easily be given by the teacher of phys- 
ics, and thus the postponement of the work for the whole year 
may be avoided. It is. probable that the Committee of Ten 
was really thinking of the value of the general discipline which 
these subjects would undoubtedly confer, rather than of any 
considerable percentage of the subjects themselves which would 
be required for the service of the teacher of physics. 
It is frequently maintained that chemistry may and should be 
taught more simply than physics. This is an insidious argu- 
: ment. Every subject should be taught simply, if 
Is Chemistry , 
simpler than by the term we mean that it should be so carefully 
Physics? — related at every step to the previous knowledge of 
the pupil that’ over-strenuous effort on the one hand, and obscu- 
rity on the other, are avoided. But, in many cases, the simplifica- 
tion which makes chemistry an easy study is not of this kind. 
It involves not the careful bridging of all gaps and rational ap- 
proach to conquest of all difficulties, but rather the mutilation 
of the subject and the removal of most of the science along with 
the difficulties. For example, in studying the action of a metal 
upon hydrochloric acid, we have seen that an intimate knowl- 
edge of the physical properties of the materials is required. 
But we may “simplify” the experiment, heading it ‘‘ Standard 
method of making hydrogen,” and direct the pupil to place 
zinc in hydrochloric acid. By this arrangement, as he already 
- knows that hydrogen is a gas, no close observation, no knowl- 
edge of physics, and no reasoning are demanded of him. ‘The 
whole pith of the exercise has been removed as an incident of 
the simplification however. Chemistry can thus be reduced to 
a series of cook-book receipts, and all difficulties’ may disap- 


COEMIST RY WIV THE .CORRICCLUM 35 


pear simultaneously with the removal of all the discipline which 
chemistry is most fitted to impart. A large part of the work 
may be arranged so as to consist in the formation of precipi- 
tates. Here the same set of physical phenomena is repeated 
time after time without variation, and the chemical conclusions, 
namely, that a certain substance is or is not formed, and if 
formed is black or red, as the case may be, may be drawn with- 
out the pupil once realizing what the physical conditions are 
that make this possible. 

When the work has thus been conventionalized, so to speak, 
it ceases to deserve the name of chemistry. It has variously 
been designated as “cookery ” and “test-tubing.” Yet scorn 
does not seem to have much effect in appreciably reducing the 
amount of this kind of mechanical work. ‘There are still some 
who seem to think that anything which deals with chemical ma- 
terials and uses chemical terms is in some measure chemistry. 
There are laboratory manuals that can be used with delightful 
facility by the largest class, and with the least amount of super- 
vision, which furnish the pupil with little work that is not of this 
description. 

The mention of text-books reminds us, that the fact that high 
school books on chemistry appear to be simpler than those on 
physics, has been used as an additional support of the argument 
that chemistry is intended to precede physics. This really in- 
volves the question of the choice of a text-book, which we shall 
discuss in another chapter. It may be remarked, however, 
that chemistry books are not as simple as they seem. Many 
works intended for high school use are filled with graphic form- 
ula. I know no subject which is found more difficult by the 
beginner than the comprehension of the way in which a 
graphic formula represents the chemical properties of a sub- 
stance. The books I refer to seem to realize this, for they 
make no attempt to explain the formule they employ. Per- 
haps they leave that task to the teacher. The usual result 
seems to be, however, that the formule are memorized, and are 
highly prized as the subjects of examination questions. If the 


3G CHEMISTRY IN THE CURRICULUM 


laws and formule found in works of physics were to be memor- 
ized also, that subject might rival chemistry, if not excel it, in 
simplicity. The teacher is not compelled to confine himself to 
the most trivial treatment of chemistry. Avogadro’s hypothesis 
and its consequences, involving as it does the determination of 
molecular weights, atomic weights, valency, and the construc- 
tion of formulz and equations, is the most fundamental prin- 
ciple in chemistry, and will usually be found as difficult a subject 
as anything in elementary physics. Professor van ’t Hoff, in a 
recent lecture, stated that as a student he never had understood 
the application of this hypothesis, and that he learned it only 

when he became an instructor in chemistry. : 
The argument that the manipulation in chemistry is simpler 
than in physics, and therefore fitted to precede the latter, is 
based upon the same assumption as before. If we 


Is Chemical : : : 
emasculate the subject sufficiently, we can make it 


Manipulation ; 
easier than simpler than any other subject that may be named, 


Phvsleal? =e Spat it the teaching in chemistry attempts to include 
the fundamental principles of the science, as the teaching in 
physics does, it need not suffer from lack of experiments requir- 
ing skill, patience, and knowledge. ‘The determination of molec- 
ular weights, and the measurement of combining weights, are 
the most fundamental things in elementary chemistry. They 
are not, by any means, beyond the skill of the high school 
pupil, or the equipment of the high school laboratory, but they 
are not to be classed in simplicity with naming salts, or dis- 
tinguishing ‘silver,’ ‘lead, and ‘mercury’ by the use of hy- 
drochloric acid and ammonia. 

Nor need we have recourse to experiments of a quantitative 
nature to furnish instances of difficulty in chemical work. ‘The 
pupil in chemistry is confronted with one difficulty in every ex- 
periment, which it seems to me is not met with in the same 
degree in any of the other sciences. ‘The difficulty rests on the 
fact that before observing, he has himself to produce that which 
he is to study. There is doubtless important training for the 
pupil who is called upon to examine a cockroach minutely, and 


CHtwieSrRE IN SAR CURRICULUM 37 


report upon the number, location, and kinds of its appendages. 
But if he had to create the cockroach by a definite method of 
procedure, it is likely that his observations would less exactly 
describe the standard animal than they do. In chemical work 
almost every experiment will show varying results in the hands 
of different students, all working by the same directions. Some 
will use concentrated sulphuric acid or pure zinc, and so fail in 
obtaining hydrogen ; a solution may be applied in too concen- 
trated a form, or too much may be used ; a test-tube may not have 
been thoroughly cleaned. Every teacher knows how puzzling 
the ‘sports’ are which the pupil may produce in this creative 
work. Nor is carelessness always to blame. Directions so 
minute as to remove all possibility of variation from the desired 
result would frequently be so elaborate as to be impracticable. 
Successful laboratory work in chemistry must depend largely on 
the knowledge, forethought, and skill of the pupil. The use of 
these is an essential part in chemical manipulation, and makes it 
at least as difficult as anything in the other sciences. 


III. In which year of the High School Course shall Chemistry 
be taught ? 

The amount of work which can be given in a year, and the 
thoroughness with which it can be given, must be influenced 
very greatly by the general advancement of the pupil. Prob- 
ably at least twice as much can be done in the fourth year as 
in the first, on this account alone. The necessary absence of 
previous training in physics, in the latter case, must greatly in- 
crease the disproportion. Every science cannot secure a place 
in the fourth year, and so have the advantage of reaching the 
pupils who are most mature and have had the largest prelimi- 
nary training in other sciences. The decision must mainly 
depend upon whether chemistry or some other science is to be 
selected for most elaborate treatment. If physical geography 
or physiology secure the coveted position, either will obviously 
be benefited greatly by the fact that it is preceded by a course 
in chemistry. The general tendency in the secondary schools, 


38 CHEMISTRY IN THE CURRICOLOM 


however, is undoubtedly to emphasize most strongly the funda- 
mental sciences, and to treat with less considerations those which 
are developed largely by the application of physical and chemi- 
cal principles. 

It has indeed been said that habits of neatness, care, and 
skill in manipulation cannot be learned after the second year of 
Argument for the high school, and that therefore chemistry and 
Chemistry in physics should occupy these two years. ‘This argu- 
gle obras ment, however, seems to assume that the work of 
the chemist requires the agility of the pianist, or the suppleness 
of the acrobat. Surely what is needed is rather the patient, 
intelligent, and forethoughtful variety of manipulation which is 
favoured by maturity rather than by youth. No difficulty seems 
to be found in training surgeons in precisely this sort of way, in 
years much later than those just mentioned. 

There seems to be good ground for the contention that 
physics and chemistry cannot give up the fullest discipline of 

which they are capable in the earlier years * of the 
Arguments : ; : 
forChemistry Course. Without mathematics, physics must be 
sack feeble, and without physics, the chemistry must be 

considerably restricted. Then, too, the continuous 
and minute supervision, which work in chemistry requires, must 
be greater the earlier it appears in the curriculum, to offset the 
slighter previous knowledge of the pupils. In practice, how- 
ever, the much larger classes of the earlier years would entail a 
diminution in the supervision, rather than an increase in it, and 
thus still further reduce the efficiency of the work. 


1 Although the entrance requirements of universities should not be 
permitted to interfere with the arrangement of the work of the secondary 
schools, if their interests conflict, it may be noted that, so far as chemistry 
is accepted at all as an admission subject, the work done in the first or 
second year will almost always satisfy the very indefinite requirement. 
The work outlined by the University of the State of New York, and the 
questions asked in their examinations, are said to pre-suppose fourth year 
work. The requirements of the Examination Board of the colleges of 
the Middle States and Maryland, and those of one or two universities out- 
side of this organization which have definitely outlined admission work in 
this subject, practically demand fourth year work. | 


CHEMISTRY IN THE COLRICOCLUM 39 


Perhaps the far-reaching relations of chemistry to commerce 
and industry, the value of the discipline which it affords in pre- 
paring for a business career, and its importance in preparation 
for the study of medicine and technology are worthy of notice as 
inclining the schools very generally to give it the most favourable 
position among the sciences. It is at least certain that many 
bodies of recognised authority incline to recommend the placing 
of it late in the course. The Committee of Ten (1892) set it in 
the third year immediately before physics. ‘The Committee of 
the National Education Association on College Entrance Re- 
quirements (1899) indicated that the last year was the most ap- 
propriate, and the University of the State of New York makes 
the same recommendation. In individual schools there may be 
good reason for departing from this arrangement. Successful 
curricula have been devised in which the advantage of prelimi- 
nary chemistry was secured to the teachers of biology, physics, 
and physiography without reducing the opportunity of the pupils 
to secure the best training in chemistry. This is done by intro- 
ducing selected parts of the subject, along with some physics 
and physical geography, into a course in general science which 
- occupies the first year. The regular course in chemistry which 
comes later can only be benefited by this arrangement. Ina 
few schools a compromise with. the recommendation of the 
Committee of Ten is effected by dividing the third year between 
physics and chemistry, and then offering a full course in both 
of these subjects as alternatives in the fourth year. 

Uniformity in the arrangement of the curricula of all secon- 
dary schools can never be achieved, and is probably not desir- 
able. The chief value of the discussion in this chapter to the 
teacher of chemistry lies in the attempt to bring vividly before 
him the great importance of a clear knowledge of the physical 
conceptions involved in all chemical work, and the necessity 
which is imposed upon him, wherever his work may be placed, 
of making these conceptions clear to his pupils as necessity 
arises. Without this the work in chemistry must be mechanical 
and fruitless, and indeed, although dealing with the sub- 


40 CHEMISTRIYAIN, THE, COLRICOLUM 


ject-matter of the science, it cannot justly be called chemistry 
at all. 


IV. The Time to be allotted to Chemistry. 


The subjects which have long been established in the cur- 
riculum in most cases run continuously through the course, and 
the unit of work is seldom less than a year. The sciences, 
however, in the struggle for recognition, have had to content 
themselves with a bare foothold, and in a majority of the 
secondary schools of this country are each disposed of in 
brief periods of twelve weeks. The question of the minimum 
length of time which may be assigned to chemistry, consis- 
tently with securing the best value for the efforts of teacher and 
pupil, is, therefore, one of the greatest importance. 

If the object in teaching chemistry were simply that of im- 
parting a certain amount of information about the subject, the 
AFull Year result would be considerable in proportion to the 
for Chemistry. length of the course, no matter how short it might 
be. If, however, the task of contributing to the discipline of 
the pupil’s mind is to be assigned to it, the time factor requires 
careful consideration. If we take into account the fact that, 
when a subject is taken up for the first time, familiarity has to 
be acquired with a new material of study, with a new language 
and mode of expression, and, in the case of a science, with a 
new mode of study by experiment in a laboratory, and a less 
familiar form of exercise for the reasoning powers, it is evident 
that much time will be consumed in overcoming the initial 
difficulties. In the case of chemistry eight or ten weeks at 
least must pass before the pupil has become accustomed to 
the use of a laboratory and has reached the position of being 
able to study the new subject in the new way. The effect of 
experience, which is always cumulative, is most markedly so in 
an elementary course in science, and even after twenty-four 
weeks’ work, the pupil is just reaching the point at which facility 
in handling the subject will enable him to make really rapid 
progress. The influential committees which have recently re- 


CHEIMISIAL IV TAL CURRICOLUAL 4I 


ported on this subject have been unanimous in demanding at 
least a year for chemistry in the secondary school. 

The far too common plan of teaching three sciences in a year 
is supported by the argument that it gives more variety, but 
when we consider that each of the sciences introduces a new 
subject, a new variety of material, a new nomenclature, new 
forms of manipulation, and to some extent new methods of 
thought, it is evident that the repeated change from one sub- 
ject to another must involve a great expenditure of time on 
the mere machinery of each subject, and a prodigious loss of 
power in throwing away at each transition much that had been 
acquired, instead of using it as the foundation for still greater 
and more rapid advances in the same direction. The names 
of all the sciences may be included in the curriculum, but it is 
certain that if their number reduces too greatly the time allotted 
to each, the sciences themselves will never get within reach of 
the pupil excepting in name. If the means of the school per- 
mit the teaching of only one or two years of work in science, 
then one or two sciences only should be taught. 

The Committee of Ten recommends that at least two hun- 
dred hours be devoted to chemistry, and that one-half of this time 
should be spent in the laboratory. The Committee on College 
Entrance Requirements of the National Education Association, 
the most representative educational body in this country, rec- 
ommends that at least four periods a week be given to chem- 
istry, and that half of these be periods of double length spent in 
the laboratory. They add that a longer time than this will 
be required if chemistry appears before the third year of the 
course. The Committee of Nine of the New York State Sci- 
ence Teachers’ Association, in its report published by the 
University of the State of New York (Aizgh School Bulletin 
iVo. 7, 714), recommends an even longer time. If the period 
in the high school is forty-five minutes in length, the com- 
mittee demands two double periods weekly in the laboratory, 
ohe period devoted to an experimental demonstration, two 
periods to prepared recitations, and suggests that three ad- 


42 CHEMISTRY IN THE CURRICULUM 


ditional periods will be required for text-book and library 
study. 

The difficulty of securing consecutive periods for laboratory 
work seems to be so great that particular emphasis should be 
placed on the importance of this. When the periods are short, 
experiments requiring construction of apparatus, and occupying 
more than a very few minutes of time in their performance, can 
only be accomplished under considerable difficulties. If it is 
found impossible to secure double periods, the apparatus may 
be prepared in advance by the teacher, and thus the exclu- 
sion of some experiments of fundamental importance may be 
avoided. 


V. Continuous Courses in Chemistry. 
REFERENCES. 


Wilson, C.C. The Place of Science in the Preparatory Schools. 
SCHOOL REVIEW, VI. (1898), 211-214. 
Palmer, C.S. Specialization in Preparatory Natural Science, zécd., 


659-671. 


Although the extension of the courses in chemistry in secon- 
dary schools to the length of one year has not yet been accom- 
Arguments Plished in the majority of the high schools of the 
in Favour of country, a movement in favour of the establishment 
Specialization. OF three and four year courses in this subject has 
acquired such prominence that reference to it cannot be 
omitted. In recent articles the arguments in favour of this 
extension have been marshalled with such earnestness, and it 
must be admitted with some degree of plausibility. The dis- 
ciplinary value of the old curriculum depended upon the con- 
tinuous courses in Latin, Greek, and mathematics which it 
contained. ‘The disciplinary value of a similar course in chem- 
istry, or one of the other sciences, properly taught, although 
we have no experience of it in the secondary school period, 
would undoubtedly be not less than that of the older subjects. 
Differing in kind from these, as they differ from one another, 


CHEMISTRY IN THE CURRICULUM 43 


it would be a valuable addition to the training of the pupil. 
It would also give a wider selection of continuous studies, and 
enable those who are unable to secure the greatest benefit 
from the classical course to get a more congenial, and, at the 
same time, a really worthy substitute for Greek. 

The counter-argument that the study of science has a nar- 
rowing influence may be branded at once as preposterous. Any 
study, even Latin, may have a narrowing influence Bi eee 
if taught by a narrow man in a narrow way. But the Maximum 
this suggests one real difficulty, namely, that no non- teeian 
technical or liberal course for the second or third years of chem- 
istry has yet been worked out.’ The real obstacle, however, in 
the case of chemistry, and we are not concerned with the ques- 
tion as it affects other sciences, is that if we agree that it should 
be preceded by physics, which in turn is preceded by algebra, 
at least two years, and more often three years of the high school 
course will have passed before the pupil is ready to begin the 
subject. Even taking the possible redistribution of the work of 
physics and chemistry into account, it does not seem likely that 
more than two years of chemistry can in any case be secured. 
In a few high schools this amount of instruction is given, and given 
successfully. ‘The question, however, of outlining the work of the 
_second d year car cannot become ressing as long as the preparation 
of a majority of teachers is not sufficient ie years il 

““Tirspite-of the obvious and weighty difficulties in the way of 
this so-called ‘‘ specialization ” in Fee science, it is surprising 
how rapidly sentiment in favour of it seems to be de- gome Favour- 
veloping. Mr. Wilson mentions ascertaining the able Opinions. 
opinions of about two hundred teachers, of whom only one-third 
were college professors, on the question whether they preferred 
(a) to divide the time among four branches of science, or (b) to 
give the pupil a choice of four sciences or two years’ work each 
in any two of the four sciences, or (c) to devote four years to 
continuous study on one subject. Only forty-three per cent 


1 This subject is discussed further in connection with that of the train- 
ing of the teacher (chapter VIII). 


—~) 


44 CHEMISTRY IN THE CURRICULUM 


favoured the first plan, and many of these may have done so 
simply because they disliked the other two still more, while forty- 
two per cent favoured the second, and fifteen per cent favoured 
the third. Of those preferring the last plan, eight or more were 
teachers in secondary schools. 


VI. Articulation of School and College Chemistry. 
REFERENCES. 


Palmer, C.S. Resumé and Critique of the Tabulated College Require- 
ments in Natural Sciences. SCHOOL REVIEW, IV. (June, 1896), 452-460. 

Smith, Alexander. Articulation of School and College Work in the 
Sciences. SCHOOL REVIEW, VII. (1899), 411, 453, 527. 


While it is generally admitted that the work of the school 
should be arranged exclusively with reference to the needs of 
the pupils of the school itself, and without reference to any 
special section of them which may harbour the intention of after- 
wards proceeding to college, there is no question but that the 
college has exercised a definite if subordinate influence on the 
evolution of the school course. In some subjects, the college 
has assisted in setting the pace and marking out the path which 
has finally been adopted as best for the pupil, whether he goes to 
college afterwards or not. Except in a few isolated instances, 
the correlation between the work of the two institutions unfort- 
unately has been confined to languages and mathematics. In 
these subjects it is possible for the pupils who go to college to 
continue without interruption or loss of ground the studies 
which they pursued in school. The achievement of a similar 
articulation in the sciences has encountered so many difficulties 
that it has as yet made practically no progress. 

The first difficulty lies in the extraordinary diversity in length 
and in content of the courses in the same science in different 
School Chem- SChools. In chemistry, the time varies from twelve 
istry a Vari- to forty weeks, and the instruction may be entirely 
able Quantity. . i . : Loe} 

in general chemistry, almost entirely in qualitative 
analysis, or it may dispense with the laboratory. The college, 


CHEMISTRY IN THE CURRICULUM 45 


drawing its freshmen from a hundred different schools, cannot 
furnish a course which will fit equally so many differing founda- 
tions, and it does not attempt the task. President Eliot says, 
“Tt would be a pity if we could not adapt our courses in college 
to any good teaching in the schools.” If Latin and mathematics, 
however, had remained one-tenth part as full of divergencies as 
_ school chemistry, the present system of co-operation would 
never have been brought about. It is difficult to believe that 
chemistry possesses any property which makes this divergence 
unavoidable. 

The second difficulty in the way of articulation is the con- 
siderable diversity in the elementary courses of different colleges, 
and therefore in the work, part or all of which, pupils attitude of 
in the same school in going to these different col- the Colleges. 
leges must attempt to anticipate. A third difficulty is that 
many colleges give no admission credit for chemistry,’ and the 


1 The preliminary report of the Committee on College Entrance 
Requirements of the National Education Association, published in 
the ScHOOL REvVIEw, IV. (June, 1896), 341-412, gives some startling 
information in regard to this subject. Of the fifty-six colleges and uni- 
versities whose admission requirements were discussed, only thirty accept 
chemistry at all. A further study of the relation between admission and 
college chemistry in these thirty institutions, which I had occasion to 
make and have fully discussed in the SCHOOL REVIEW, VII. (1889), 
4II, 53, 527, shows that only three have definite entrance requirements, 
and provide a definite mode of handling those who offer them. A dozen 
or so place the students who offer chemistry into the college course along 
with beginners, and the remainder seem to attempt a rough sifting by 
which the better prepared students go into advanced work, and the less 
well prepared into the elementary course. 

Professor Bardwell of the Massachusetts Institute of Technology 
presented to the Sixth Meeting of the New England Association of chem- 
istry teachers some facts which illustrate the method in the last class of 
institutions. In the autumn of 1899, one hundred and fifty-eight students 
offered chemistry for admission to the Institute, being 50.3 per cent of 
the total number entering. After five weeks eighty-six of these students 
remained in advanced courses, while seventy-two retired voluntarily into 
the elementary course. It is evident that a majority of the eighty-six 
were most likely only partially fitted for the work in which they found 
themselves, while the seventy-two were all misfits in the elementary course, 
since they had all studied more or less of it before. It is evident from 


46 CHEMISTRY IN THE CURRICULUM 


rest, with few exceptions, give credit for anything that is 
presented, and thus make the arrangement of a logical sequel 
to high school work in the subject within their own walls 
impossible. 

The few universities which insist upon a definite amount and 
kind of chemistry do not agree at all in regard to the kind, and 
thus when the school seeks the advice of the college, as it often 
does, the utterances of the latter in regard to chemistry lead to 
nothing but discouragement and distraction. The Committee 
of Ten reported definitely “that there should be no difference 
in the treatment of physics, chemistry, and astronomy for those 
going to college and scientific school and those going to neither.” 
The principle would have been something more than a mere 
doctrinaire statement if it had read, ‘“ When the secondary 
schools have decided upon the Jength, aim and content of their 
course in chemistry, all colleges should accept this for admis- 
sion.” ? 

The fourth difficulty in the way of articulation is that no 
advancement is granted to pupils who offer chemistry as an ad- 
mission subject. I have elsewhere discussed this subject more 
fully, and may be permitted to quote a few lines.’ 

“The college should grant advancement in the series of its 
courses in each science to an extent corresponding to the ad- 
mission credit given. In other words, it must recognise ade- 
quately, and in a practical form, the extent to which the school 
work may fairly claim to constitute an anticipation of its own. 

“To effect this, each department in the college must adapt 
its own courses so that one of them shall offer a suitable contin- 
uation of the preparatory work. ‘This will be open to those 


this that the Institute has no definite requirement in admission chemistry, 
and must, like other institutions of the same class, share with the schools 
the blame for this chaotic state of affairs. 

1 Arguments similar to the above, and leading to the same conclusions, 
have been urged most strongly by the Committee of Nine of the New 
York State Science Teachers’ Association in its first report (University 
of the State of New York, High School Bulletin No. 2, 478-480). 

2 From the SCHOOL REVIEW, VII. 456. 


CHEMISTRY ANOTAL CURRICVULOGM 47 


students who enter with a credit in the subject, and such stu- 
dents should never be required to begin the science over again 
in the same class with those who lack this credit and 
preparation.” 

The course in continuation of school work will not usually be 
the second regular college course, for the school work will not 
be the equivalent of the first course in college. 

: : The College 
When the college, as it often does, attempts nothing must offer 
beyond a secondary school course in elementary TWo Indepen- 
: ¥ ; dent Courses. 
chemistry, it deliberately throws away the advan- 
tages which the more rigid selection of its students, the smaller 
size of the classes, the greater maturity of the constituents of 
these classes, and the greater amount of work which can conse- 
quently be demanded of them, place in its hands. The college 
introductory course should be heavier by at least a half, and a 
distinct class should be formed for those who are not beginners 
and desire a sequel to secondary school chemistry. ‘This ar- 


rangement should certainly be possible in the larger universities, 


and especially in technical and medical institutions in which all 
the students are required to study chemistry, and in which, 
therefore, a sufficiently large number will have offered it for 
admission to warrant the formation of a separate class. Where 
no proper sequel is offered, and chemistry inside the college is 
optional, the pupil takes an elementary course, in which much 
that he has already studied is repeated, of his own free will. 
Where the pupil is required to take college chemistry, however, 
and admission credit has been granted, the institution is under 
an obligation to furnish fit instruction to the candidates. 

The movement in favour of unity in the matter of secondary 
school chemistry will doubtless be materially assisted by the 
recent inauguration of a college entrance examination board, by 
the Association of Colleges and Schools of the Middle States and 
Maryland, and the preparation by it of syllabuses’ of admission 


1 The requirements in all subjects may be obtained by transmitting 
the price, ten cents, to the Secretary of the College Entrance Examina: 
tion Board, Sub-station 84, New York, N. Y. 


48 CHEMISTRY IN THE CURRICULUM 


work in all secondary school subjects. The syllabus in chem- 
istry is based upon the report of the Committee of the National 
Educational Association, and will probably be accepted not only 
by the universities within the association, but also by the great. 
majority of the institutions of learning in the country. 


CHAPTER Ill 
THE INTRODUCTION OF THE SUBJECT 


BIBLIOGRAPHY. 


Richards, T. W. Requirements in Chemistry for Entrance to Harvard 
College. Cambridge, published by the University (1900). Pp. 4-10. 

Freer, P.C. The Teaching of Beginning Chemistry. Proceedings of 
the National Educational Association, 1896. Reprinted in SCIENCE 
PIN So: |, L Ve 130-1 35. 

Smith, Alexander. The Value of Chemistry. -Proceedings of the 
National Educational Association, 1897. Pp. 945-951. 

Report of the Committee of Nine of the New York State Science 
Teachers’ Association. High School Bulletin No. 7. Albany, N. Y., 
The University of the State of New York, 1900. Pp. 708-721. 


I. Impediments to be overcome or avoided. 


WHILE the introduction of any new subject must of necessity 
be difficult, there are special reasons which make the demand 
for unusual tact and skill on the part of the teacher 


: : ; . . Study of 
of science imperative. The introduction of a new af 


Language 
language, for example, does not present the same and Science 


degree and kind of difficulty. The pupil has been oaks 

accustomed from his infancy to handling the problem of words, 
their meaning, and their relations, and there is no novelty in 
the material, or, to any great extent, in the method. The 
operation of noting the usage of words, for example, and 
determining their precise significance, “the formation of hy- 
potheses . . . and repeated modification of hypotheses after 
they have been brought to the touchstone of experience,” 
and, in general, the operation of organizing isolated facts into 
knowledge, which Professor J. G. Macgregor has styled knowl- 
edge-making, has, in the direction of language, become a habit. 
Much of this work may have been unconscious, but it has none 

4 


50 THE INTRODUCTION. OF THE SUBJECT 


the less resulted in education with especial application to a par- 
ticular kind of problem. ‘The objects of the material world have 
not been studied with anything like the same care, for attention 
to physical matters has not occupied almost every waking instant, 
and there has not been the same inexorable necessity for mi- 
nute and exhaustive organization of the phenomena which they 
present. 

Then, too, the study of language furnishes an endless suc- 
cession of simple problems in which the same forms recur at 
Science more Short intervals an endless number of times. A 
Difficult. science, on the other hand, presents “ problems 
with a greater range of difficulty on a material which is in 
general more complex.” 

Furthermore, when a new language is presented, the assist- 
ance which the pupil receives from the grammar and diction- 
ary has no parallel in scientific work. ‘The contents of these 
aids to study are classified in such a way that the problem of 
ascertaining the meaning of a word or phrase can be at once 
reduced within certain narrow, clearly defined limits. The 
laboratory directions, indeed, attempt to instruct the pupil how 
he shall himself produce that which in science takes the place 
of the text, the phenomenon to be studied. But unless these 
directions play the part of an interlinear translation also, he has 
to provide from his own previous experience the ability to sepa- > 
rate the significant from the insignificant factors among the 
many details he may observe, and to furnish, upon the same 
presumably rather meagre basis, the correct interpretation. 
The teacher always has it in his power to simplify the problem 
by affording guidance, but, if this is carried too far, the benefit 
of learning from experience under conditions which far more 
closely resemble those of actual life than is the case in language 
study, is snatched from the pupil’s grasp. Acquiring the ability 
to make knowledge is education, and to shield the pupil from ~ 
the necessity of doing this with the material which science sup- 
plies, is to deprive him of that element in his training which 
science is in an especial degree fitted to furnish. 


PAE INTRODUCTION OR THE SUBJECE “hI 


Not only, however, does the beginning work in a science 
present an unfamiliar material for study, but it should seek to 
cultivate an attitude which is for the most part | aictive 
entirely new. The work in chemistry can be made Spirit in 
almost wholly inductive in method, and must be S cecaes 
made altogether so in spirit. ‘The pupil encounters an addi- 
tional difficulty in the acquired mental habit which he has of 
developing consequences by speculation. It is the hardest 
thing in the world to compel him to stick closely to the facts 
and to test such inferences as he may draw by renewed scrutiny 
of the data, and perhaps the performance of new experiments, 
before adopting them. ‘The symmetry of an idea, and its logi- 
cal harmony with conceptions already existing in his mind, blind 
him to the fact that a dozen competing ideas might have arisen. 
in the same connection, and yet none of them be confirmed by 
experience. In geometry he is accustomed to the developing 
of a system from a few simple conceptions, and he has still to 
learn that in science a multitude of facts are required for the 
foundation of one conception. Not only does the pupil suffer 
from this difficulty, but the teacher himself may follow the lines 
of least resistance, and, allured by the rapid progress the pupils 
make, conform his teaching to methods to which they are ac- 
customed, and so throw away the opportunity of making a new 
start which the study of a science furnishes. He may thus all 
too easily pervert it into a continuation of the same.kind of dis- 
cipline, instead of making it the starting point of a new one. 
The teacher must be continually on the watch lest defects in 
his own training, which he has not later observed and remedied, 
lead him to teach chemistry as a dogmatic system of principles 
with which the concrete experience in the laboratory has little 
more than a nodding acquaintance. 

Still another feature of chemical work which in some ways 
forms an impediment to the beginner, is the attitude of an 
original observer in which he is to be placed. ‘This attitude is 
a strange one to him, for he has been accustomed to accept 
facts from books or his teacher as the basis of his work, and 


52 THE INTRODUCTION OF THE SUBJECT 


even to derive most of his opinions from sources other than 
his own intelligence. It is difficult if not impossible to con- 
Self-reliance Guct the elementary instruction in a language in a 
inthe Lab- = way which will have any other effect than to confirm 
ae the mind of the pupil in this attitude. Before be- 
ginning a science, therefore, he has acquired the habit of rely- 
ing upon authority for most of what he learns. It is the special 
boast of work in a science, that, as it proceeds, the pupil is 
bound to see that the facts may be derived from his own obser- 
vation, and the conclusions may’be drawn by his own unaided 
efforts. It is held that scientific work thus furnishes an exer- 
cise in independent thought much more readily than the study 
of language. 

The number and subtlety of these pitfalls to which the intro- 
ductory work in chemistry is especially liable, make it impor- 
tant that we should devote a chapter to the discussion of the 
most natural method of approaching the subject, and of the 
principles which should first be the objective of the instruction. 


II. What Phenomena shall furnish the Basis of the Introduc- 
tory Work. 


The course in chemistry frequently begins with a part which 
is intended to be introductory, and is not a portion of the sys- 
tematic presentation of the subject. ‘here must of necessity 
be some attempt during the earlier part of the course to mar- 
shal before the pupil the various types of Chemical | change, the 
most characteristic features of chemical action, and the constantly 
necessary habits which he should form in doing chemical work. 
In this chapter we shall not attempt to elaborate any novel 
method of approach. We shall simply seek to decide which 
are the most important generalizations, and how they may be 
brought to the knowledge of the pupil. In concrete form our 
conclusions will be found embodied in many of the available 
text-books. The common statement of the nature of the 
subject-matter of the science, which is usually to the effect 


Piao tNeEROUUCIION OF THE: SUBJECT. 53 


that chemistry deals with the changes in composition which 


a 


matter undergoes, and with the _accompanying physical phe- 


arsenate 


nomena, will farnish us with a starting | point. 

“a. Classification of Various Principles of Arrangement : —T he 
elementary study should clearly begin with familiar forms of 
matter, and familiar phenomena should be selected. he Fartiest 
If any of the earlier facts are unfamiliar, they must Observations. 
at least be closely related to those which are familiar. Then, 
also, the selection must consider the facility with which the phe- 
nomena can be subjected to experimental study by one who is 
as yet untrained. in the methods of the science. Thus while the 
action of soap upon water, and the effects of the caustic soda 
produced by it upon the skin, are exceedingly familiar, they are 
not capable of simple experimental investigation. Finally, the 
chemical changes studied must be of a simple nature in the 
chemicat point of view, since then alone will they form an easy 
vehicle for the passage from the realm of simple fact to that of 
chemical knowledge. 

At this point a divergence takes place which enables us to 
| classify the ways of treating the subject roughly into three kinds, 
and, it may bé remarked, imposes upon us ulti- The Taye 
mately the necessity of deciding which is more Principles of 
applicable to the case of any given set of pupils, Atramgement. 
It will be noted that we are speaking at present mainly of the 
ways of selecting the content, and not of modes of presenta- 
tion, inductive, deductive, or otherwise. One method proceeds 
by selecting from common materials those whose general physi- 
cal properties must be familiar even to the youngest, namely, 
solids, and frequently devotes a very considerable amount of 
attention to quite a series of studies from which work with gases 
is, as far as possible, excluded. Another ‘variety of treatment 
deals indeed with familiar substances to begin with, but does 
not restrict itself to the most familiar materials physically. In 
fact, it deliberately leads up as rapidly as possible to the prop- 
erties of air andthe chemical effects of oxygen, pursuing its 
way after that largely through the study of other gases. 


54 THE INTRODUCTION OF THE SUSs/eCcas 


When the former of these methods is employed, the main 
object is to put the pupil in the attitude ofa discoverer. The 
Nature Study Problems are selected therefore, not because of 
Method. their chemical importance or their relation to the 
development of an organized knowledge of the science, but 
solely because they are simple, since thus alone is there any 
hope of realizing the object in view with any degree of com- 
pleteness. The facts as they are accumulated lend themselves 
easily in this less systematic study of the subject to the con- 
struction of the ordinary generalizations of the science. But 
the ultimate results come more slowly than they would with the > 
more systematic treatment. 

Largely different must be the arrangement of the work, if the 
most logical presentation of the framework of the science is 
Theoretical t© be made one of the objects. While the same 
Method. methods are pursued in matters of detail, this plan 
seeks, as directly as possible, to reach the means of explaining 
the basis of our modern mode of expressing the quantitative 
relations involved in chemical change. In other words, this 
plan handles the gases as soon as possible in order that it may 
quickly lead up to the explanation of Avogadro’s hypothesis 
and the consequences which follow from it. Until this hy- 
pothesis has been discussed, everything else relating to the 
appropriate statement of quantitative relations must remain - 
largely in suspense, unless we are willing to teach these matters 
in an empirical manner without examining their basis or know- 
ing the centre from which they are controlled. When the 
attempt is made boldly thus to grapple with the foundations 
of chemistry, the pupil must perforce be brought rapidly through 
the most indispensable stages leading to the study of chemical 
change in the light of Avogadro’s hypothesis. His early work 
must thus deal largely with gaseous materials, and the peda- 
gogical advantage of greater familiarity which solid bodies afford 
must be sacrificed. 

Still a third method, which, however, is closely related to the 
last. may be defined. In this arrangement of the’ material the 


THE INTRODUCTION OF THE WOB/L CL T5.5 


desire is, as rapidly as possible, to bend the order of study into 
a series of chapters dealing with successive elements, arranged 
in an order something like that which, in spite of wy. wistorico- 
slight variations, is in its general features com- Systematic 
mon to most books. The: second method was “tt 

an arrangement with reference to theory; the third is an 
arrangement with reference to chemical materials, with the 
theory distributed at convenient intervals. The order here 
seems to be determined in the first place by a desire to con- 
form to the historical development of the subject. Oxygen, 
air, and water thus find an early place. This motif presently 
gives place to the impulse to arrange the elements in accord- 
ance with the natural families. 

Each of these methods of arrangement, the nature study, the 
theoretical, and the historico-systematic, has its merits. The 
decision as to which is more suitable will depend largely upon 
the advancement of the pupil whose instruction is under con- 
sideration. ‘The first method is practically that which is adopted 
in nature study, excepting that it may be expanded beyond the 
limits of the familiar materials to which the latter is confined. 
It is applicable to the youngest scholars, and in general would 
probably be the best arrangement for pupils in the first year of 
the secondary school. The two latter methods, suitably modi- 
fied by importations from the former, might enter largely into a 
course given in the later years of the secondary school, espe- 
cially if the pupils had already studied physics. Their greater 
maturity, as the result of continuous work in languages, mathe- 
matics, and physics, would more than offset the more rapid 
progress they would be called upon to make through unfamiliar 
ground. The more highly developed intelligence required for 
the successful accomplishment of the more difficult task should 
be by this time available. 

b. Various Arrangements Illustrated by Reference to Existing 
Text-books : — It is so important that the teacher should have a 
clear idea of what is implied in the arrangement of the text-book 
which he may adopt, and of the precise demands which this 


56 THE INTRODUCTION OF THE SOR MGT. 


will make upon his pupils, that it may be well to indicate books 
which will furnish examples of each of these methods of han- 
dling the subject. 

The best example which I know of a work of the first kind 
is An Introduction to the Study of Chemistry by Professor Perkin 
The Nature Of Owens College and Dr. Lean* of The Friends’ 
Study Method. School, Ackworth. ‘The study of chemical change 
begins (p. 126) with an experimental examination of common 
salt, chalk, sand, washing soda, iron pyrites, and other common 
materials. This is followed by a study of the common acids, 
and common alkalies, and this again by the relation between 
acids, bases, and salts. The next topic is the ‘fixed air’ of 
Black, followed by rusting and combustion. The remaining 
subjects, which are not numerous, need not be given. ‘There is 
no attempt to develop the science in a conventional manner. 
The way in which ordinary knowledge of familiar materials is 
gradually transformed into scientific knowledge of the same 
things is worthy of careful examination. 

Aside from this, which is our main reason for mentioning 
the book, it presents other features which make it exceedingly 
instructive. The first part (up to p. 125) deals entirely with 
physical properties. This is doubtless done in recognition 
of the fact that the pupils using it will be entirely ignorant of 
physics. The selection of material, however, is naturally not that 
which the physicist would make in presenting his subject sym- 
metrically, but shows rather the parts of physics particularly 
important in chemical observation. We shall revert to this sub- 
ject presently. ‘The reader accustomed to the decoration of 
the pages of every chemical work with numerous equations, and 
supposing that these are indispensable parts of the science, will 
be surprised to find that in a course of this kind they may be 
dispensed with entirely without appreciable loss in clearness. ¢ 
Then, too, since the work does not pretend to be a treatise on 
chemistry, it gains the unquestioned right to omit what it 


1 Perkin and Lean. Ax Introduction to the Study of Chemistry. Lon- 
don and New York, Macmillan. 1896. 


Ramer NIRCOOCTIONGOR PTET SOB/ECT oh 7, 


pleases, and thus shows that much chemistry of a perfectly 
sound description may be taught without a single mention of 
atoms, molecules, or valency. While the presence of these is 
doubtless demanded in a book treating the subject by the 
second or third method, a study of the aspect which chemistry 
presents in their absence will prove exceedingly instructive to 
any who may think that chemistry begins with these concep- 
tions, and it is to be feared sometimes act as if it ended there 
also. 

Much of the recent discussion of the teaching of chemistry 
in Great Britain has been concerned with urging the moulding 
of instruction in the subject on the lines of that method used in 
method of the three which we are now discussing. Great Britain. 
A syllabus of elementary chemistry published by the Board of 
Education,’ described as the ‘alternative elementary stage,’ 
furnishes another instructive example of what we have called 
the nature study method. 

A Committee of the British Association? suggested a plan 
of study closely resembling those we have just mentioned. The 
new Syllabuses® issued by the Incorporated Association of 
Head Masters also present a well-devised and thoroughly tested 
course of a similar kind. 

As-we have suggested, the plans of the first kind are not 
accepted -as the basis of such work as is usually attempted in the 
later years of the secondary school in America. ' 

The Ideal in 
They do not present that connected and complete American 
account of the subject which in these years is gen- eter 
erally demanded. Pupils trained with their assist- 
ance would have a sound knowledge of chemistry, so far as that 
subject had been covered, but they would not be able to pass 


1 Directory, with Regulations for Science and Art Classes. London, 
issued annually by the Board of Education and sold by Eyre & Spot- 
tiswoode. The Syllabus of Chemistry may be had separately. 

2 For references and further discussion of the nature study plan, see 
Heuristic Method, Chapter IV., Section IV. (p. 105). 

3 The Elementary (1900) and Advanced (1899) Syllabuses are published 
by Whittaker & Co. (London). 


58 THE INTRODUCTION OF TRE SCALE 


examinations for admission to most colleges, since they would 
probably know nothing of. equations or the atomic theory. 
Their work, in spite of its excellence, would lack some of the 
conventional signs which usually mark a knowledge of chemistry, 
and sometimes take the place of it. The study of them, how- 
ever, will afford to the teacher a valuable demonstration of the 
application of pedagogical principles to the study of chemistry. 
The teacher fresh from the college or university, especially if 
he has been highly trained in chemistry, is apt to have forgotten 
the almost innumerable steps by which he reached his knowl- 
edge of the science, and to give his pupils work which assumes 
this knowledge rather than instruction which will confer it. 
Under such circumstances their acquisition of the subject 
becomes purely mechanical, and, in the highest sense of the 
term, wholly uneducative. 

The second of the three guiding principles in the arrangement 
of the introductory work, the theoretical, is illustrated more or 
Theoretical less clearly in a number-of books. © The ideas 
Method. typically presented in Dr. Torrey’s Elementary 
Studies in Chemistry... When he reaches the first chemical ex- 
periments (p. 62), after introductory work dealing exclusively 
with physical properties, he proceeds rapidly, through the study 
of combining proportions by volume, with water and hydrogen 
chloride as the concrete materials, to the statement of Avogadro’s 
hypothesis (p. tor) and the consequences which follow from it. 
The intervening matter, while it does not take the shortest 
course possible towards this goal, nevertheless is lightened of 
much of the material usually treated in connection with the 
chemistry of oxygen, hydrogen, and water, in order that the 
development of the theory may not be impeded. After Avo- 
gadro’s hypothesis has been disposed of, a larger proportion of 
general chemical work begins to appear, while at the same time 
formule and atomic weights are discussed. Almost all of the 
study of the properties of the elements and their compounds 


1 Joseph Torrey. Llementary Studies in Chemistry. New York. 
Henry Holt & Co. 1899. 


Se OOO OL TH EOSUL LEG 7 259 


thus follows the theoretical matter. ‘The recent work of Pro- 
fessor Young? is arranged similarly on the same general princi- 
ple so far as the theoretical part is concerned. The facts 
employed up to the end of the development of the theory 
(p. 89) are selected at random from various parts of the subject, 
and in consequence solely of the readiness with which they fur- 
nish experimental support for the theory. ‘The systematic treat- 
ment of the elements then follows. Professor Freer’s elementary 
work ? resembles these books in placing the logical development 
of the theory in the foreground, with the employment of a mini- 
mum of selected facts, and differs from them only in that the 
treatment of the rest of the science is much briefer, and the 
whole ground covered much less extensive. 

The third principle which has been mentioned as affecting the 
arrangement of the work, the historico-systematic, is commonly 
associated with the second, and the presentation of eee tiseian 
the elements one by one is usually found in com- Systematic 
bination with, and as a modifying factor in, the mecenees 
application of the second principle. ‘The well-known books by 
Professor Remsen*® and Dr. Newell,4 however, illustrate very 
_ well the continuous development of the principles along with an 
arrangement of the material in the normal order. The two run 
side by side, and the more theoretical portions are taken up 
at convenient intervals without any effort to introduce each at 
the earliest moment at which this is theoretically possible. 
Professor Newth, in his Lvementary Lnorganic Chemistry,’ pur- 
sues essentially the same plan. ‘The connection between experi- 
ment and inference is worked out systematically with admirable 


1A. V. E. Young. Zhe Elementary Principles of Chemistry. New 
York, D. Appleton & Co. Igot. 

2 Pp.C. Freer. Zhe Elements of Chemistry. Boston, Allyn & Bacon. 
1895. 

8 Tra Remsen. troduction to Chemistry (Briefer Course). New York, 
Henry Holt & Co. London, Macmillan. 1893. 

4, Lyman C. Newell. L£xferimental Chemistry. Boston, D. C. Heath 
& Co. 1900. 

5 G.S. Newth. Llementary Inorganic Chemistry. London and New 
York, Longmans, Green & Co. 1899. 


600° -THE INTRODUCTION OF THE SUB/EGT 


clearness. ‘The theory is introduced at suitable intervals with- 
out haste and at the same time without undue delay. The 
report of the Committee of Nine of the New York State Science 
Teachers’ Association’ contains a detailed outline of intro- 
ductory work, in which the same combination of these prin- 
ciples of arrangement is observed. 

The combination of the second principle with the first may 
be seen in the late Professor Cooke’s Laboratory Practice.” 
Ordinarily the theory is consistently developed after certain 
physical properties and manipulations have been studied, but 
here the rate of its development is modified by the effort to 
combine with this much experimental work on a variety of ma- 
terials. The difference from the treatment last described lies 
in the fact that this chemical experience is afforded, not by the 
more or less systematic study of the elements, but by handling 
a number of miscellaneously selected topics.® 7 

c. Zhe Present Ldeal of the Secondary School Course in Chem- 
istry ; — Of the various plans outlined above, each is admirable 
Prevailing nits way. Each has advantages for certain pur- 
Ideal. poses. It remains for the teacher to decide which 
is most likely to suit. the case of his particular set of pupils. Nor 
need the choice of a book wholly determine the kind of instruc- 
tion to be given, although it must influence it largely. At present 
the prevailing tendency in American secondary schools seems 
to be towards the use of the historico-systematic, if not the 
theoretical style of book. At least the recent works seem to 


1 High School Bulletin No. 7. Albany, N. Y., The University of the 
State of New York. By post 35 cents. This bulletin contains so much 
suggestive matter of the highest interest to the teacher of chemistry, 
aside from this report, that the reader should not fail to obtain it. 

2 J. P. Cooke. Laboratory Practice. New York, D. Appleton & Co. 
1891. ; 

3 Amongst the other elementary text-books whose methods are worthy 
of study are: J. E. Reynolds. Lxperimental Chemistry for Junior Stu- 
dents; Part I., Introductory; Part II., Non-metals; Part III., Metals. 
Longmans, Green & Co. 1897. J. Walker. Zilementary Inorganic 
Chemistry. Bell & Sons. 1902. Henry Roscoe. Lessons in Elementary 
Chemistry. Macmillan. 1890. Storer and Lindsay. JAlanwal of Chem- 
istry. American Book Company. 1894. 


TRENT ROUUCTION (OFeTHE SUBJECT . 61 


emphasize these conceptions in their selection of material and 
method of arrangement. Observation of the work of many 
schools confirms this belief. It is evidently a prominent aim of 
the teacher at the present day to give his pupils 

ox : Treatment, 
a well-rounded account of chemistry as a science ; Academic and 
to give him a bird’s-eye view of the science as an Formal: 
organized system of knowledge ; in fact, to show him an outline 
plan of the results of the science as they appear to the chemist 
himself. With this purpose in view, Avogadro’s hypothesis 
and its consequences, formulz, and equations (often even 
graphic formule), and many. somewhat artificial experiments 
with strange substances have to play a conspicuous part in the 
instruction. 

There can be no question of the value of a well-ordered out- 
line knowledge of the whole science for the understanding of 
its parts. But an outline or map of an extensive 

‘ : Poe's Course often 
territory is not an end in itself. The sketch is covers too 
chiefly useful to those who know the country first Seta 
hand and can fill in from their own experience the detail of 
many parts and so form atrue appreciation of the whole. It is 
the knowledge of this detail which constitutes a genuine ac- 
quaintance with the subject of the outline. It is thus unfortu- 
nate if the effort to give a systematic plan of the subject is 
allowed to occupy the foreground, while the method and detail 
of the science are suppressed by lack of time. It is important 
therefore pointedly to call attention to a possible danger in this 
direction. The extensiveness of the field covered by the book 
tempts one to make a superficial rush through the whole subject 
instead of taking time for a detailed study of the fundamental 
things of the science. . Thus the hypothesis just mentioned is 
indeed fundamental, in a sense. But behind it and on every 
side of it there is something without which it is merely an empty 
phrase, and that is the ability to understand and reason about 
chemical problems as they present themselves in the laboratory. 
The behaviour of concrete substances and mixtures of substances 
in real test-tubes and flasks and the phenomena around us in 


62 THE: INTRODUCTION OF THE SUBJECT 


nature must be understood before more abstract matters .ac- 
quire any significance. 

The point is that there are few, very few, secondary schools 
in which the time allotted to chemistry permits treating both of 
these aspects adequately. I hesitate to quote experience in 
higher institutions in discussing school work. What a univer- 
sity student can do, in many cases the school pupil cannot do. 
Yet, what a university student cannot do, with the advantages 
of maturity and preparation which he possesses, must surely 
be, @ fortiori, beyond the pupil in the high school. I find 
that more than a hundred hours (of 60 minutes) in class- 
room and laboratory are required for the introduction. to the 
subject. In the course of this, a beginning, and only a be- 
ginning, is made in learning to observe; the theory up to 
and including Avogadro’s hypothesis is taught ; and a few ele- 
ments and compounds are studied in a very elementary way, 
All that can be covered in this time, besides introductory matter, 
is the chemistry of oxygen, hydrogen, water, chlorine, hydrogen 
chloride, air, and nitrogen (the element only). It would be 
desirable to give even more time to this seemingly meagre pro- 
gramme. Indeed more would be given if the imperative necessity 
of covering the whole subject in outline within a total of 325 
hours did not compel the adoption of a more rapid gait at the 
expense of thoroughness. Now roo hours is half or more than 
half the whole time allotted to the subject in most secondary 
schools. In giving the same extent of work with the pupils of 
a secondary school I should be compelled to occupy an even 
longer time, and all hope of covering the subject would have to. 
be given up. 

More rapid progress through the science can be had only by — 
substituting the memorizing of results for genuine study of chemi- 
The Intensive Cal problems. Learning chemistry as it is and mak- 
Method. ing a rapid survey are two things which, under the 
conditions imposed by the programmes of secondary schools, 
are incompatible. What is meant by genuine study of chemi- 
cal problems? Let us take an example. Suppose we learn 


THE INTRODUCTION OF (THE SUBJECT 63 


that hydrogen burns in air and forms water, and illustrate the 
fact by burning a jet of hydrogen in the laboratory and holding 
a cold beaker over the flame. This exercise has 
the appearance of having taught the fact, and we 
go off in the belief that the pupil thoroughly understands all 
about it. If, however, we overhaul his conceptions, we soon 


Illustrations. 


find that we have conventionalized the experiment and the 
result has been learned as a purely mechanical acquisition. 

To test this statement, take the class after this exercise, 
extinguish the jet of burning hydrogen, hold a cold beaker 
against the jet of unlighted gas, and ask what the class thinks 
of the moisture which the gas is seen to deposit even in this 
condition. Ina large class a few will suggest that the water 
comes from the union of the hydrogen with the oxygen of the 
air, — showing that they have failed to appreciate the signifi- 
cance of the “ghting of the jet. Others will think it comes 
from condensation of moisture in the atmosphere, although 
they can give no explanation of how this happens. I have not 
yet encountered a class of beginners in the university in which 
a single member is to be found who can suggest the correct ex- 
planation, so little are students, even well-prepared and _intelli- 
gent ones, able to apply the knowledge of physics they possess. 
Further questioning shows that, although the whole preparation 
of the experiment had previously been done by the pupils them- 
selves, and attention had been drawn to the heat developed by 
the action, not one realized spontaneously that his flask con- 
tained a liquid which was warm and consisted, to the extent of 
80 per cent. of water through which the hydrogen was passing. 
The bare skeleton of the action, as it appears in the equation 
Zn + H,SO, ->ZnSO, + H., seemed to be all that their minds 
had consciously grasped of the whole paraphernalia of the action. 

It is only after a thorough discussion in which attention has 
been called to the details, that the pupil realizes that the first 
condensation of moisture was quite inconclusive as a proof that 
water was formed by the union of hydrogen and oxygen, sees 
the need of drying the gas, and finally learns that chemical 


04. THE INTRODUCTION ‘(OF PHE SOR/ EC 


work includes far more and far more important things than put- 
ting together the materials stated in the equation. Now this 
sort of experience can be duplicated in almost every action 
studied, and it must be constantly repeated in a thousand forms 
before any intelligence about chemical work can be developed. 
But this sort of work takes time which might otherwise be 
devoted to passing on to the acquisition of a quasi-knowledge 
of new actions. 

It is doubtless assumed by the writers of the systematic variety 
of treatises, that the thorough development of all sides of each 
experiment will be brought out by the teacher. ‘They furnish 
the skeleton, and the teacher does the heavier share of the work. 
The most of the real chemistry is between the lines. So, as 
has been said, the character of the book need not determine 
the character of the instruction. A skeleton book need not 
lead to an attenuated, fleshless, academic treatment of the sub- 
ject in the class. But the inexperienced teacher, and it is for 
him chiefly that this is written, will find that it takes much 
thought and experience to extract the meat from the work, 
that the skeleton in the book may be fitly clothed withal, and 
that there is a constant temptation to treat the skeleton itself as 
if it were the chief dish of the feast. 

There must be some reason for the tendency to make school 
- text-books of chemistry more and more academic. - It must be 
Why isthe that some essential element in secondary education 
reenente would be lacking if the formal survey of the science 
so Formal? were not conspicuous, or its prominence as a char- 
acteristic of school chemistries would not be so great. Perhaps 
the key may be found in the use to which the chemistry, or the 
training it furnishes, is to be put in after life. This test ought 
_ to furnish the explanation of all peculiarities of secondary school 
‘work. Some of the pupils go to college, some become teachers 
in grammar and grade schools, the great majority go into the 
affairs of business or professional life. What purpose can for- 
mal chemistry serve for each of these classes? 

To the last a knowledge of formal chemistry, which is not 


THEO TNIRODUGTION OFTHE SUBJECT. ‘65 


also much more than this, cannot be of great use. On the 
other hand, a quick perception of conditions, ability to reason 
surely about the causes of physical phenomena, erect th 
capacity to study materials and to devise means of Preparation 
accomplishing definite ends with them and, in the otis, 
broader view, a confirmed habit of getting to the bottom of 
everything that is observed, will be invaluable. It will be of 
far more use than an array of picked information which all 
soars a little above the plane of experience as we find it, and 
has not been brought down to the every-day level. 

Again, the teacher in the lower schools gives instruction in 
elementary science. But here a formal knowledge of chemistry 
only hampers her, unless she has happened to have Chemica 
the opportunity to go further into the subject. The Preparation 
chemistry of the grades, so far as their nature-study aes 
work can be said to include chemistry, must not be consciously 
chemistry at all. A knowledge of three distinct ways of making 
chlorine and the ability to name the fundamental laws of chem- 
istry will not be of much assistance. ‘The study is approached 
from an entirely different side. For example, what are leaves 
made of and where do they go when they disappear every 
autumn?+ The high-school text-books do not tell us how to 
lead the child to some comprehension of this latter wonderful 
natural fact. We may take two equal heaps of leaves and 
weigh one and keep the other for reference. Then we dry the 
weighed leaves. For small children we condense the moisture 
that comes off and show it. Thus we have a certain weight of 
dried vegetable matter and a certain weight of water, both of 
which can be handled and compared with the undried speci- 
men. ‘Then we burn the dry leaves and get a certain weight 
of ash, and a loss in weight represented by the burnt mate- 
rial. Then we treat the ash with water, and part dissolves, 
and is recovered by evaporation. Part remains insoluble. 
Thus we lay bare the nature of leaf material. The child sees 


1 From Ree Nature Study for Grammar Grades (Macmillan), 
chapter VIII. 
5 


66 THE INTRODUCTION OF THE SUBIECT 


also that the ash part came from the soil, the water from rain 
or other moisture of the soil. ‘The subject can be pursued 
further if it seems desirable. My point is that while intelligent 
teaching of this sort of thing will be assisted by a systematic 
knowledge of chemistry, it will be quite impossible if the knowl- 
edge of chemistry was of the formal, equation-loving sort and 
nothing more. Evidently the too academic variety of chemistry 
is not intended to help the teacher in the grades. 

Finally, can it be that the teaching of chemistry in secondary 
schools has been modelled to suit the supposed need of the 
Chemist yan pupil who is going to college, and that the needs 
Preparation of the vast majority who do not go to college are 
de Preteped eR danger of being sacrificed? It would be a pity 
if that were the case. There is no reason why the college 
should demand a knowledge of formal chemistry for admission. 
Any good chemical instruction which really teaches chemistry 
of some kind should be gladly accepted. Of course a knowl- 
edge of how to reason and how to work intelligently is difficult 
to test by examination, while the presence of a knowledge of 
formal chemistry can be readily ascertained.’ But if the intel- 
ligent knowledge of chemistry is more valuable for other pur- 
poses, and at least as valuable to the college entrant, it is the 
business of the college to find some way of testing it. It is 
much to be feared that the college ideals of what constitutes a 


1 The various existing reports describing courses in chemistry for 
secondary schools are perhaps in part responsible for perpetuating the 
impression that, whatever else is desirable, a formal survey of the science 
is indispensable. It is relatively so easy to give a brief yet comprehen- 
sive list of topics, and so difficult to describe effectively the spirit and 
manner in which the instruction is to be carried out, that the former 
never fails to put in an appearance, while the latter is slighted. The list 
may be suggestive and valuable, but if it is unaccompanied by a full dis- 
cussion of how the teaching is to be done, occupying a space which, to 
represent the relative importance of the two parts, would have to be ten, 
or even a hundred times more extensive, the impression conveyed by 
the report as a whole must be misleading. The fact that preparing and 
securing the passage of such an extensive report are well-nigh imprac- 
ticable is the only excuse that can be found for the way in which the 
crucial part of the task has hitherto been avoided. 


THEOIMIRODOUCTION OF THE SUBJECT ~ 67 


genuine knowledge of chemistry, which are themselves much in 
need of reformation, have been permitted to influence the kind 
of chemistry taught in the schools to far too great an extent. 

In what has been said above there is danger that I may be 
misunderstood. No one can doubt the pre-eminent value, the 
absolute indispensability to the chemist, of a systematic view of 
the science. But an attempt really to give this view in any 
genuine way, when the basis is lacking, must be futile. Along 
with this view, the chemist has also at his command all the 
details which have gone to the making chemistry in the past 
and which make chemistry for him a living reality. I am there- 
fore raising the question whether putting the broad sketch of 
the whole in the foreground, and leaving the details to the 
teacher and to chance, is not a reversal of the proper order. 
Some of both must be given. But the technique of experi- 
ment, observation, and induction, and the habit of using it 
come first. 

It was with thoughts of this sort in mind that emphasis was 
laid on books of the nature-study variety. Much of their spirit 
may be infused’ into teaching which professes to follow one of 
the other plans. Adaptation to the point of view of the begin- 
ner will demand such an infusion, if the instruction is not to 
be altogether artificial. We cannot approach a class with the 
idea that here is a certain outline of work to be done, which 
has'been selected because its importance is evident to thé 
mature mind of the chemist, and regard the pupil as being 
there to receive the dose.* The case is rather that the pupils 
are there to be educated and assisted in development, and the 
work must be adapted to their preparation and needs. 

At the same time this book has not been written to advocate 
anew kind of chemistry, but to assist the teacher who is giving 
the kind of chemistry which is at present demanded. So we 
shall assume for the most part in what follows that one of the 


1'See the paragraph on the attitude to be ‘cultivated in the pupil 
under Instruction in the Laboratory, chapter IV., section IV. (p. 105). 
2 See May M. Butler, SCHOOL REVIEW, X., (1902), 52. 


68 THE INTRODUCTION OF THE. SUBJECT 


more or less systematic texts is being used, and simply try as 
occasion offers to show how the instruction based upon it may 
be adapted to give the most benefit. 

To sum up our conclusions, the study of chemical change, 
the generalization of the features which it presents, and the ac- 
Conclusions quisition of the habit of applying the knowledge 
aie thus acquired, are the business of the student of 
Work. chemistry. In assisting him to a mastery of the 


science, the first thing is to lay a solid foundation in the 


knowledge of the detail of observation. ‘he second thing is 
to lead_him up to generalization, for without this the work will 


not be scientific. ‘The third thing is to exercise him in applica- 
tion, otherwise the work will not be useful. Ordinarily the work 
is controlled in the fourth place by an effort to approach the sys- 
tematic arrangement of the elements, or at all events, sooner or 
later, to reach this. Finally, it is undoubtedly useful to combine 
these objects with the presentation of much of the early matter 
in the historical order. 

Most of these objects are readily attained by selecting for 
early treatment actions in which air plays a part. Historically; 
the discovery of oxygen by Priestley and Scheele, and the proof of 
its presence in, and responsibility for the chief properties of the 
air by Lavoisier, coming as it did at a time when chemistry was 
just crystallizing into a science, point to experiments on the 
action of air as particularly significant in an_ historical point of 
view. ‘The study of oxygen, a gas, enables us rapidly, if we 
choose, to approach the theoretical portion of the science, and, 
at the same time, the familiar nature of its chemical effects 
makes them suitable for introductory work. 

We assume then that some simple and more or less familiar 
facts, some of them probably connected with the action of the 
air, will be presented in the beginning to the pupil. Some of 
these may be examined by him personally in the laboratory ; 
others may be shown him by the teacher. It is impossible for 
us here to describe in detail the method which the teacher will 
pursue in bringing out the significance of what is seen by call- 


Pee INIRODUCTIONG OF THE SUBJAGLE 69 


ing attention to the detail of observation and leading the pupil 
to the interpretation of each detail. Llustrations of the method 
to be used will be found admirably given in Perkin’s work 
already mentioned. Professor Richards gives some instructive 
examples in the Harvard pamphlet of requirements in chem- 
istry... Many laboratory manuals also develop the method of 
instruction with considerable fulness. 


III. Earlier Generalizations of a Qualitative Nature. 


The first thing which the examination of several chemical 
changes reveals is that a total alteration in all the physical 
properties of the substance takes place. This isa 
feature requiring minute and careful instruction. Booed 
In order that the pupil may adequately appreciate Gren 
this characteristic, the nature of the various physi- 
cal properties which are interesting to the chemist must be 
discussed more or less fully, and in each particular case the 
properties of the body or bodies before chemical change, and 
the new properties after chemical change, must be carefully and 
exactly enumerated. The pupil will not do this for himself, 
and without it his ideas must remain somewhat hazy. This is 
advised not because the doctrinaire treatment of this conven- 
tional sign of chemical change is particularly helpful, but be- 
cause a keen appreciation of physical details is at the basis of 
all chemical work. ‘The pupil must eventually learn to recog- 
nise materials by their physical properties, since by this alone 
can he study chemical change qualitatively. 

In many cases the study of physical properties is treated as a 
separate topic before any chemical change is introduced, and 
there is certainly justification for this course, even eoortniee 
if the pupils have already studied the science of of Knowledge 
physics itself. There are many physical matters %% PBY*s- 
important to the chemist which are not treated in elementary 


1 Requirements in Chemistry for Entrance to Harvard College. Cam- 
bridge, published by the University, 1900. 


"0 THE INTRODUCTION OF THE SUBJECT 


physics.!. Every teacher of chemistry knows the mistakes which 
the beginner makes when told to evaporate any substance in 
order to obtain crystals, for examination. “The pupil is utterly 
innocent of any knowledge of the conditions under which crys- 
tals are formed, and usually does not even recognise that the 
amorphous mass he obtains by violent boiling over a naked 
flame is not the required crystalline product. And this is only 
one example out of many which might be adduced to show that 
a knowledge of physical properties which remain unconsidered 
in school physics is an indispensable part of the equipment of 
the pupil in chemistry. The necessity of attention to this mat- 
ter has already been emphasized (pp. 30-33 and 39), and its ex- 
treme importance alone justifies our recurrence to the subject. 

This study of physical change leads to the familiar general- 
ization” that every physical property is altered, and that the 
alteration is usually permanent. Most frequently the matter 
is made clearer by contrast with physical change. It is advis- 
able also to cite familiar instances of each kind of change. 

The study of the facts in connection with the first few ex- 
periments next reveals the nature of chemical change. Some 
Second Char- Material has come out of combination or gone into 
acteristic. combination. In other words, the great change in 
physical properties is ‘accompanied by a change in composition. 
If the experiments on which this conclusion is founded have been 
properly selected, they will incidentally lead to the classification 
of changes in composition into the three common kinds. ‘The 


1 In Tilden’s 7eaching of Elementary Chemistry, 8-11, and more 
especially in the work of Perkin and Lean which we have already (p. 56) 
mentioned, 22-125, will be found laboratory instructions covering a large 
number of experiments on those physical properties, familiarity with 
which is most important in chemical work. 

2 The two or three facts actually in the hands of the pupil do not, of 
course, strictly speaking, justify generalization. No generalization in a 
science deserves the name unless it is founded upon an immense range 
of facts. The teacher must therefore indicate the direction in which 
numerous other facts of the same kind lie, in such a way that the pupil 
readily appreciates their nature, and feels satisfied with the general prin- 
ciple deduced. The conscientious development of a single generaliza- 
tion might otherwise occupy the whole year. 


PEE ANTRODUCTION, OF TALE SUBJECT Fal 


first experiments in chemical change are discussed again in 
this connection. 

The pupil’s attention may next be drawn to the production 
or disappearance of heat in connection with some of his illus- 
trations of chemical change. . Special experiments Third char- 
may even be introduced to show that in like man- acteristic. 
ner light and electricity may be consumed or produced in a 
similar way. ‘This is not of course the place in which to dis- 
cuss energy, but it furnishes a convenient opportunity at least 
for drawing the attention of the pupil to the fact that all 
chemical change is accompanied by energy change of some 
kind. Perhaps even the economic importance of this in con- 
nection with the steam-engine and the storage battery may be 
referred to. If he has already studied physics, the tendency 
to the dissipation of energy, which a chemical system, in com- 
mon with any physical one, exhibits, may repay notice. In any 
case, none of the subjects touched at this stage can possibly be 
treated fully or become a section of the subject complete in it- 
self. Usually, recurring to the same subject at intervals, and 
adding a little each time, will be more effective, when the ques- 
tion is an abstract one, than a complete treatment of it at any 
stage. The pupil becomes gradually accustomed to thought 
about the subject, and thus does not experience the difficulty 
and perhaps disgust with which a sudden presentation of abstract 
ideas may otherwise affect him. 

Aside from the thrée main features which we have men- 
tioned, there are matters which may be described as minor, and 
which yet are exceedingly important and soon begin Oncrntiaet 
to obtrude themselves upon our notice. There is, put Important 
for example, the necessity for contact in order that T™t#s- 
chemical action may occur. It is long before the pupil realizes 
that putting two materials in the same test-tube is not the equiva- 
lent of giving them every opportunity for interaction. If, for 
example, the experiment is to place powdered potassium iodide 
in a test-tube, add: concentrated sulphuric acid and observe the 
_ result, one pupil will fulfill the directions to the letter, while his 


ye THE (INTRODUCTION OF THLE SUOLTEGE 


neighbour may use large crystals of the substance instead of 
powdering them. ‘Thus while the former obtains a violent action 
in the cold, the latter may decide that practically nothing hap- 
pens. It requires most persistent discussion to lead students 
to realize that, unless means is taken to permit complete access 
of every part of each substance to every part of the other, the 
best conditions for chemical change have not been fulfilled, and 
that, without thorough mixing, chemical action is as little to be 
expected as if the substances had been in different test-tubes 
instead of the same one. Another matter worthy of notice is 
the great increase in the speed with which a chemical change 
takes place when the temperature is even slightly elevated. 
This, together with the melting or other assistance to contact 
which heating affords, is the reason for its effect on chemical 
change. A third point, which for the present is of minor im- 
portance, is the fact that chemical changes are often carried out 
with incomparably greater ease by dissolving the substances in 
water, and that in most cases of this kind the water is nota 
factor in the change. It is only by noting matters like these, 
in the many various ways in which they affect chemical change, 
that the pupils’ chemical intelligence can be slowly developed. 


IV. Further Generalizations, of a Quantitative Character. 


The basis for the introduction of the fundamental quantita- 
tive laws of chemistry may soon be reached. This may be 
found partly in the very first experiments, and partly in addi- 
tional ones designed more specifically for the purpose. If it 
is desired, the systematic development of the subject-matter 
may begin at this point, or at all events immediately after the 
first of the following principles. This, following the historical 
order, will probably begin with a more formal study of oxygen 
and its relation to air. Or, as some writers prefer to arrange 
it, hydrogen may precede oxygen, and water may precede air. 
We shall not attempt to express any preference in regard to 
the particular time for introducing this treatment or the par- 


~ 
RateavI ROMUCTIONVOP, THE SOBJECT 73 


ticular topic with which it shall begin. The matter is largely 
one depending on the taste of the teacher, and the arrangement 
of the book he uses. 

The first of these generalizations arises naturally in answer to 
the question whether, in the changes which have been noticed, 
one body combines with another and alters the char- yourth char- 
acter of the latter without adding to the weight, or acteristic. 
whether each substance takes its weight with it into combina- 
tion. This being answered in the affirmative, the further ques- 
tion arises — whether this occurs absolutely without loss or gain, 
or takes place with some slight abatement or modification of 
weight. The fact, of course, is that, of all the physical prop- 
erties of a substance, its weight is the only one which it is 
found to have carried with it through any number of chemical 
transformations.” 

It must be clearly explained to the pupil that this principle 
cannot be rigidly established without an immense number of 
experiments, and all of them would have to be of a more 
exact character than the technical skill of the beginner could 
furnish. . 

Closely associated with the question answered by the previous 
law, is that of whether, in producing the same compounds, con- 
stant proportions of the constituents are required. yisth char- 
The answer is naturally in the affirmative. acteristic. 


1 Phrases like the conservation of matter or of energy, if used at all 
with beginners, should be defined carefully in strict harmony with their 
particular experience, or, if they have none, at least with conceptions which 
can most readily be pictured to the mind. The statements, for example, 
that the “sum total of each kind of matter,” or “ ofall the energy” “in the 
universe ” is constant are too remote from experimental examination to 
be seen to have any relation to ordinary experience. It may be remarked 
also that they are not in this form scientific statements, but metaphysi- 
cal speculations. All that we can verify by experiment is the fact that 
in physical and chemical operations on a limited scale the matter and 
energy can all be accounted for, and we have no evidence that any is lost 
or gained. The more abstract mode of statement leads the pupil natu- 
rally to think that these laws are simply dagmas. Many of us, having 
received this false impression, have for a time wondered oa what 
the origin of these dogmas was, 


74 LHE INTRODUCTION- OF LHEPSUL/ em 


As before, these generalizations will be illustrated by refer- 
ence to every-day experience on which they have a bearing. 
Generalization is not an end in itself. It is simply the clear 
formulation of a fact preparatory to its employment for illumi- 
nating our experience. Application in later work in chemistry 
occurs as a matter of course. It is important, however, that 
the employment should be as wide in range as possible. We 
are all familiar with the surprise with which the obviousness 
of an application or illustration strikes us after the relation has 
been pointed out by some one else. Yet it is chiefly an inde- 
pendent ability to apply what is known that distinguishes the 
scholar from the prig. The mastery of the generalizations of 
chemistry may constitute a part of learning in a narrow sense : 
to have digested them and become able to see their application 
to remoter facts within our knowledge is education. The 
possibilities and methods of application are discussed more | 
fully under classroom instruction (chapter V., sections a and e, 
pp. 129 and 138). | 

In connection with the discussion of the law of definite pro- 
portions, the question of the actual ratios by weight in some 
Measurement S!™ple chemical compounds will naturally come up. 
of Proportions ‘he proportions in some of the actions already no- 
by Weight. ticed should be given as illustrations, and the results 
expressed by percentage. If possible, the actual carrying out 
of a measurement should be shown. ‘The union of a weighed 
amount of copper with oxygen, for instance, is a suitable ex- 
periment, for it requires no supervision. Other quantitative 
experiments which are available will be discussed in the chap-. 
ter on the laboratory work. 

The principle of multiple proportions may fitly follow: Asa 
classroom illustration, the reduction of cuprous and cupric 
Sixth Char- Oxides by hydrogen will be found easy, provided 
acteristic. pure cuprous oxide can be obtained,’ as failure to 
get good results is almost impossible. 

The next generalization is that relating to reciprocal propor- 


1 T have found Kahlbaum’s most satisfactory. 


THE INTRODUCTION OF THE SUBJECT 75 


tions (law of combining weights). For its development a num- 
ber of actual combining proportions and equivalent weights are 
required, and may be tabulated on the blackboard. Seventh Char- 
The study.of the numbers which a suitable series teristic. 
exhibits brings out a very remarkable fact about chemical com- 
bination. ‘This may be stated as follows: If we take any ele- 
ment as basis, and any number as the value for the combining 
weight of that element, then the quantities of other elements 
which combine with this amount, or are equivalent to it in 
chemical combination, have this property, that complete com- 
bination of the elements with one another takes place when 
these quantities, or simple integral multiples of them, are em- 
ployed, and no compounds are known whose composition is 
not in harmony with this rule.’ 

This relatién*furnishes us with a set of combining weights, or 
rather, by varying choice of the basal element and value as- 
signed to it, an indefinite number of such sets of weights. It 
may therefore be indicated at this point that convenience de- 


1, It is one of the most serious defects of many elementary text-books 
that they do not formulate this principle in terms of its experimental 
‘basis. It seems sometimes to be left entirely out, and its consequences 
creep in unawares under the cloud of dust raised by the atomic theory, or 
appear in the use of equations without any attempt at justification of the 
prodigious logical hiatus which this involves. 

The experimental fact, stated in one way, is as follows: We take a 
definite quantity of an element A, and ascertain the quantity of an ele- 
ment B which unites with it. Then we measure the quantity of C which 
unites with this quantity of B; then that of D which unites with this 
amount of C, and so forth. We thus obtain a series of numerical re- 
sults (equivalents) such that each quantity in the series is that which 
unites with the neighbouring quantities of adjacent elements on each side 
of it. Now we discover that the stated quantities of remoter elements 
are also such as enter into combination, either as they stand or with the 
use of the principle of small integral multiples. It is this fact which 
enables us to assign individual combining (atomic) weights to the ele- 
ments. Without it, chemical proportions would be a waste of unrelated 
percentage compositions, and our much cherished formulz and equa- 
tions would have no existence. 

_ The matter is explained with exceptional clearness in Young’s Ze. 
mentary Principles of Chemistry, 23-26, and 242-243. See also 
Vaughan Cornish, Practical Proofs of Chemical Laws, chapters I. and IV. 


76 THE INTRODUCTION OF THE SUBJECT 


mands that some particular set shall be preferred. It is clear 
that numbers less than the hydrogen equivalents will be in- 
convenient, as they must either make hydrogen itself less 
than unity or introduce unnecessary multiples whenever they 
are used. ‘The selected combining weights (atomic weights) 
may be given, and will be seen to be frequently small mul- 
tiples of the hydrogen equivalents.. The basis of selection 
cannot be further explained without the use of the conse- 
quences of Avogadro’s hypothesis. 

This point in the development of the principles forms a 
convenient halting place, and we shall not pursue the subject 
further at present. The results of the work we have outlined 
suffice, if the teacher so desires, to enable him logically to 
introduce symbols and equations. At this point, or a little 
later, if he sees fit, he may also present the explanation of the 
last three generalizations which the atomic theory furnishes. 
The discussion of the relations of symbols (p. 77) and of the 
atomic theory (p. 154) to introductory work will be taken up later. 

It will be seen that the chief theoretical subjects affecting the 
quantitative description of chemical change which still re- 
Avogadro's _™ain for consideration are: Avogadro’s hypothesis 
Hypothesis. and its application through measurement of the 
density of gases to the determination of molecular weights, the 
final adjustment of combining (atomic) weights, and the ex- 
planation of valency. It might be noted at this point that 
many teachers do not favour a compéere discussion of these subjects 
in the secondary school. They are undoubtedly difficult, and 
must necessarily occupy a great deal of time, and, when all is 
said and done, the pupils are little likely long to retain much of 
the intricate reasoning which is inseparable from their discussion. 
It is true that, like any other part of the science, the study of 
this aspect of it must furnish admirable discipline, but it is a 


1 Throughout, oxygen equivalents (O = 8 and H = 1.0076) may be 
used just as easily as hydrogen equivalents (H = 1 and O = 7.94), and 
they have the advantage of leading directly to the standard atomic 
weights (O = 16.00). 


LAE ANTROOOCTION OF, THE SOBJECT 277 


question whether even in this point of view a more economical 
use of the time may not be made by substituting other and 
simpler chemical topics. These particular things are’ not 
likely to find application in every-day life, even if they are 
retained, and, in the less usual case of the pupil who afterwards 
attends a university or technical school, this subject will in 
any case have to be dealt with afresh. It is on account of 
these facts that I am inclined to justify the less rigid treatment 
of the matter of combining weights, in order that apart from 
Avogadro’s hypothesis we may have a reasonable basis for the 
use of equations. 


V. The Relation of the Quantitative Laws to Formule and 
Equations. 

One of the chief criticisms of the teaching of chemistry at 
the present day is that much of it fails to make clear the place 
of the balance in chemical work and the relation of the results 
of measurement to the plan chemists have adopted of expressing 
these results, namely, by the use of the combining or atomic 
weight as the unit of quantity for each element. I am not, for 
the moment, referring to the much debated question whether 
the pupils can or should do quantitative work. It is the un- 
assailably fundamental character of the quantitative data and 
their interpretation that I would emphasize. It is this that has 
made chemistry an exact science. ‘Thus, even if he has no 
balance at all, or no inclination to use it, the teacher is still 
compelled to reach the core of the science, if he reaches it at 
all, by explaining, in one or two actions at least, how one could 
set about measuring the quantities concerned. 

When the time comes for expressing these measurements in 
the form of symbols and equations the pupil must be shown 
clearly how the translation into the conventional ; 

: : Expression of 
chemical formulz is effected. It may seem to Quantities by 
some readers a strange statement tg make, but [ Foemul® 
believe that many will bear me out, when I say, that, although 
the modern works have included the stage of measurement, 


78 THE INTRODUCTION OF THE SCB/ECH, 


there are few elementary text-books in which any attempt is 
made to furnish the links between experiment and equation. I 
know hardly any that I could put into the hands of an intelligent 
person for study, with the least confidence that this connection 
would be understood.? It is to be feared that the number of 
teachers who furnish this link must be limited, for the books 
must by all means represent the average, if not the best teach- 
ing in the country. 

A concrete illustration will make most clear what is meant. 
Suppose the teacher deems that the time has come for the 
An use of formule and equations to begin, and that 
Illustration. the introduction has been conceived somewhat in 
the spirit of the preceding section. ‘To be specific, suppose 
that he decides to do this in connection with the study of 
oxygen. Let us further suppose that sulphur is the first body 
whose union with oxygen is observed. After qualitative obser- 
vation the question of quantity arises. It is necessary to ascer- 
tain, or assume as known, the weights of two of the three bodies, 
sulphur, oxygen, and sulphur dioxide. ‘The third can then be in- 
ferred. ‘The simplest experimental method is that which weighs 
the sulphur and burns it in excess of oxygen, and catches and 
weighs the sulphur dioxide. The apparatus and general pro- 
cedure must be sketched and described or shown.” ‘The result 


1 The explanation is admirable in Reynolds, zézd., 69-72 ; itis clear, but 
too long postponed in Torrey, zd¢¢., 315-3160 ; in Young, zécd., 75-76, it is 
satisfactory. 

2 Newth, Zlementary Inorganic Chemistry (Longmans, Green & Co.), 
p- 108, describes this experiment. It will do very well for description, 
but I do not advise its performance, as it requires careful watching, and 
I have found that the boat, or glass of the tube, often acts catalytically 
and sulphur trioxide is formed in such quantities that the weight of the 
sulphur dioxide, and therefore of the oxygen, comes out much too 
large. 
Perhaps the best experiment for illustrating the making of a formula 
is the solution of a weighed piece of iron wire in nitric acid, and the 
evaporation and ignition of the residue (Fe,O3). The indirect nature 
of the oxidation is unfortunate. But the oxides which are formed easily 
by direct union, like those of copper and magnesium, do not afford an 
example of the use of multiples of the combining weights, while there 


Paes REDUCTION. OF THE SUBJECT (79 


of the experiment leads to the conclusion that the proportion 
by weight of sulphur to oxygen is 50 : 50 in a hundred parts, ‘or 
I : 1, almost exactly. 

Now chemists express this result in a system in which the 
combining (atomic) weight of each element is the unit. There 
fore, what we desire next is to know the value of x, the number 
of combining weights of sulphur, and y, the number of com- 
bining weights of oxygen in the equation : 


x X comb. wt. of sulph. : y X comb. wt. of ORV SGU =i Ti sats 


The combining weights must be known or the operation stops 
here, and the equation cannot be reached until they are known. 
We state them to be 32 and 16 respectively. The problem 
then is to find the simplest values of x and y in the equation 
xX 32:yxX16=1: 1. Ifthe combining weights have been 
successfully chosen, « and y must be rational numbers, and 
will usually be small numbers. This is the property of chemical 
combination mentioned in last section (p. 75), in consequence 
of which alone we possess interchangeable combining weights of 
any kind at all. Here evidently x : y=1: 2. Nowthe sym- 
‘bol S expresses 32 parts of sulphur,’ the combining weight, and 


are objections on the score of experimental difficulty to the use of the 
oxides of carbon and phosphorus. 

1 This statement of the meaning of the equation harmonizes with the 
mode of approach from the experimental side which we have pursued. 
In this point of view, S may not be used as a contraction for the name of 
the body. Nor does it mean an atom of sulphur, since atoms are not 
perceived in experiment. 

The symbol represents, not the yellow, light solid which is indicated 
by the word sulphur, but the part of the mass of the compound (in this 
case, sulphur dioxide) which was originally sulphur, but now shows none 
of its properties. Some chemists distinguish between the free body, or 
“simple” (as opposed to compound), and the element. The latter is the 
same material in its combined and unrecognizable form. The atomic 
theory, in explaining the quantitative laws of combination by supposing 
each constituent to be done up in little pieces of uniform weight, inci- 
dentally leads us to suppose also that the pieces remain intact after 
combination. It suggests that the pieces are stuck together without 
losing their individuality. So the symbol SO, shows them to us side 
by side. But precisely because the theory and the atomic ideas con- 


80 THE INTRODUCTION VOR THEM OR/EGe 


the symbol O stands for 16 parts of oxygen, its combining weight. 
Therefore the composition of sulphur dioxide, in terms of the 
chemical units of quantity is r X S: 2 x O, which is equivalent 
arithmetically to the proportion by weight, 1 : 1, found in the 
experiment. The formula is thus SO,. Since one combining 
weight of sulphur and two of oxygen are required to form this, 
the equation is S + O, = SO,.* 

Every step in this process is easily followed, and the equation 
is seen to rest directly on experiment, as it should do in a science 
which claims to be experimental. ‘The only point of possible 
obscurity is in the justification of the atomic weights. If Avo- 
gadro’s hypothesis has not been given, that difficulty cannot be 
fully met. The pupil has seen, however, how a set of combin- 
ing weights can be established, and may, without confusion, be 
asked to leave in suspense the question of why these particular 
values (such as 32 for sulphur rather than 32/2 or 32/5) have 
been finally chosen. This whole proceeding must be repeated 
with each succeeding equation for some little time, until it is 
thoroughly familiar, If the teacher can actually perform one 


nected with the formula prejudice us in favour of the view that the sul- 
phur persists in the compound in this way, we are apt to forget that 
the theory makes no attempt to explain why the product is a wholly 
new species of matter. It simply ignores the fact that a body with a 
powerful odour and the other familiar physical and chemical properties 
of sulphur dioxide has appeared, and that the characteristic properties of 
the two bodies from which it was made have been submerged (cf Per- 
kin and Lean, zézd., 322).. In other words, we are put in the risky 
position of trying to think that the bodies are both still there and both 
gone at the same time. The qualitative facts are better explained by 
supposing complete change of the sulphur and oxygen and production of 
the compound out of the material (cf pp. 156, 158). Thus, in the formula 
of the compound SOs, at least, the material denoted by S is not free 
sulphur (the “ simple”), and the symbol and word are not interchange- 
able, —at all events, not until the atomic theory has been given, and, 
strictly speaking, not even then. 

1 The general solution of this problem consists in taking the weights 
of the constituents found in any sample of a compound, dividing each 
such weight by the combining weight of the corresponding element, 
and finding the whole numbers which stand in the same ratio as the 
quotients. 


titi INTRODUCTION OF THE SUBJECT. 81 


experiment before the class, the impression will be incomparably 
more definite and lasting. If it is possible to include such an 
experiment in the laboratory work of the pupils, the effect will be 
still better. But my point is that the equation can never be 
understood unless the quantitative measurement, whether by 
description, demonstration, or individual performance makes 
relatively little difference, is brought to the notice of the pupil, 
its numerical result seen, and its translation into the form of an 
equation exhibited. Without some such explanation, the equa- 
tion is bound to be a mysterious thing, and must remain utterly 
unconnected by any visible link with the chemistry of the lecture- 
table and the laboratory. 

It will be seen that we have treated the symbol and the equa- 
tion as if they represented the materials, not by atoms and mol- 
ecules but by weight. It is frequently assumed 
that the reverse of this is the correct view. Yet the oF Beneath 
fact is that the equation is seldom used in the lat- Weights, not 
ter sense, and there is no impropriety in treating the 
former as its primary signification. Chemistry is primarily 
experimental.’ To illustrate. Marshall (Jour. Cuem. Soc., 
Lond. LIX., 771) found a white crystalline body in a cell, 
originally filled with a solution of potassium bisulphate, through 
which a current of electricity had been flowing for a long time. 


1, The equation may therefore be used solely as a record of quantita- 
tive data until the atomic theory has been introduced. After that has 
occurred, the explanation that the chemical unit quantities of each ele- 
ment are likened in this theory to atoms will naturally be given. When 
Avogadro’s hypothesis has finally defined the chemical molecule, the 
equation comes up once more. This time it has to be changed to cor- 
respond with the new ideas, if the items it contains are to be complete 
molecules, and the equation is to represent the change as if it took place 
in the physical minimum of materials. Where we can measure the molec- 
ular weights, —as in the case of volatile substances, — the formule will 
now be adjusted so as to represent molecules (as O2+2H,—2H,O) and 
the equation will embody the change zz feffo physically, as well as in pro- 
portions by weight chemically. For practical purposes this form of 
equation is preferable only when gases are concerned. With bodies 
which, under ordinary conditions, are not gases (as P4), it is a needless 
complication. 


6 


82 THE INTRODUCTICN OF THE SUBJECT 


He did not for a moment attempt to ascertain the nature of the 
body, and the action by which it had been formed, by trying to 
see how the molecules of the bisulphate were affected by the 
current and what atoms were contained in the molecules of the 
new substance. If the chemist did not think in a more con- 
crete way in his work than he seems often to do in his teaching, 
his mind would be so befogged with theory that he would never 
accomplish anything. Marshall simply analysed the body, 
found that the elements potassium, sulphur, and oxygen were 
present in it, and determined the percentage of each. A 
process of reasoning essentially the same as that in our illustra- 
tion gave the formula KSO,. Comparison with the bisulphate 
(KHSO,) showed that hydrogen had been eliminated, and, as 
this gas was liberated during the electrolysis, the simplest equa- 
tion was evidently: KHSO,=KSO,+H. This was the first iso- 
lation of a persulphate.? 

Naturally only a mere fraction of the actions studied in an 
elementary course can be treated quantitatively. But when, 
without exact measurement other equations are constructed by 
the help of such data as the pupil’s experiments afford, or are 
even taken from the book, the learner will still realize that the 
process described above was carried out by some one, and the 
origin and meaning of the equation, once grasped, will never 
again become obscure. 

‘Equation writing,’ in the sense in which the phrase is com- 
monly used, will be a necessary exercise in connection with 
Equatiou the making of the record of each experiment in the 
Writing. note-book, but, after rational explanation like the 
above, it will be largely a genuine exercise in chemical thought, 
based on inferences trom observation. Without any such ex- 
planation, it is likely to be a combination of copying and illogi- 


1 Subsequent study showed that persulphuric acid was a dibasic 
acid, and that therefore the formula of the salt was K,S,O,. The above 
process could not go beyond correctly expressing the proportions by 
weight in terms of multiples of the atomic weights. Entirely different 
means were required to furnish this improvement. . 


THE INTRODUCTION OF THE SUBJECT 83 


cal collocation of letters, accompanied by vague gropings after 
some rule. If ‘rules’ are supplied, then the last chance of any 
chemical] benefit surviving is removed and some puzzle like the 
once popular “ fifteen puzzle” would furnish more exercise for 
the intelligence and just as much chemistry. 

If the exercise is merely arithmetical like this : 

“ Complete the following : 


CaCO; — CO, =? | 
2 KNO, = NO; + ? K 2 2 
Pb + HNO; ce Bl 9 (NOs). + H,O + NO,” 


a little of it may be safe and useful. Even students in universi- 
ties can seldom count the numbers of atomic weights of each 
element correctly. But too much of this sort of thing suggests 
to the pupil that a chemical change can be predicted safely from 
manipulation of the formulze of the factors entering into it, and 
withdraws the attention from careful reasoning from observation. 

This is especially likely when, as in the book from which the 
above is taken, a large number of such truncated equations are 
given early in the course, before the actions with which they 
deal have been studied. We are not surprised a few pages 
further on to read: “HCl is the formula of an acid because 
it*-consists of hydrogen united with a non-metallic element,” 
followed by an exercise in selecting ‘from these symbols” 
“the ones which stand for acids:” “ H,C,O,, CaCO;, NaOH, 
H,S.” The reasons for the decision are to be given. How 
unpleasant it would have been if the printer’s devil had mali- 
ciously added H,C.O, Hz;NO, and P(OH), to the list! 

In view of the fact that equations, symbols, formule, etc., are 
not parts of chemistry, but of our mode of recording The Time for 
chemical facts, it seems desirable to plant the facts Introducing 
and their importance securely in the mind of the ieee 
pupil before these conventions are considered. When they are 


1 This reminds, one irresistibly of a pupil’s answer quoted by Tilden: 
‘Metals differ from non-metals, both by ending in wm and having a 


metallic lustre,” 


34. THE INTRODUCTION, OF | THEGCSUB) 2s 


given they should be clearly distinguished from the facts of the 
science and explained as a kind of abbreviated language for 
expressing the facts. | 

Since they are quantitative expressions, they cannot logically 
appear before the method of measurement has been explained. 
If the problem were that of explaining to a visitor from Mars 
the system of money and exchange used on this planet, we 
should not first invite him to memorize part of the stock ex- 
change and commercial reports of a newspaper. He would 
have to become familiar with the materials themselves, and 
understand the object and machinery of exchange, before he 
could intelligently handle the conventions by which we have 
come to chronicle them. ‘The introduction of equations soon 
after the quantitative laws have been explained and illustrated 
is desirable, because their use gives much greater precision to 
the pupil’s conception of each chemical change.. On account 
of the abuse to which they are subject, their postponement to a 
very late stage, or even omission altogether, has been seriously 
advised by many teachers. ‘This, however, is surely an extreme 
view. Why propose excision of a valuable organ when the cure 
of the disease lies in the hands of the teacher? 


CHAPTER IV 


INSTRUCTION IN THE LABORATORY 


WE have already, either by implication or directly, touched 
upon many of the important aspects of instruction in the labora- 
tory. This was unavoidable, since the purposes and results of 
chemical instruction are so closely bound up with the practical 
side. We must now discuss the subject in a more systematic 
manner. ‘The value of laboratory work offers a convenient title 
under which we may endeavour, through the discussion of the 
benefits it may confer, to set forth the considerations which 
affect the attitude of the teacher, and are to be used in mould- 
ing that of the learner, towards the science. We may then con- 
sider in succession, the laboratory directions, the attitude of 
discoverer or verifier which the pupil may be induced to adopt, 
the importance of technique, the question of quantitative ex- 
periments, and the note-book. 

In all this, of course, we assume that the teacher is provided 
with a laboratory of some kind, and with equipment more or 
less adequate. The construction and furnishing of a laboratory 
will be dealt with in a chapter by itself. The importance of its 
right employment in teaching chemistry will not require 


separate treatment, since it will emerge very distinctly from 


the results of our discussion of the topics immediately following. 
The laboratories, in many cases magnificent, with which new 
school buildings are nowadays usually provided, show that the 
necessity for having them has been recognised, at Tabaratory 
least by the architects. One would fain think that Instruction 
their importance is equally appreciated by superin- radian 
tendents and principals. The statement made by the Com- 
mittee of Nine, however, although startling to those who have 


86 INSTRUCTION IN THE LABORATORY 


looked into one or two of the best schools, and have not taken 
the average of the secondary schools of a whole state into con- 
sideration, is, it may be feared, not without justification. They 
say:' “While the laboratory method is almost universally ap- 
proved by the science teachers, the text-book method prevails 
in the schools, to such an extent that laboratory work is inci- 
dental, inefficient, and in many cases excluded altogether.” 
In their preliminary report, which deals with this phase of the 
subject more fully, they say :? “ It is true that attempts at labora- 
tory work in one or two subjects are reported by the schools of 
the State of New York almost without exception, but the com- 
plaint is made that the laboratory study must be limited, desul- 
tory, and subordinate to the study of books with classroom 
exhibitions.”” They attribute this condition in part to lack of 
recognition of “ the great labour involved in the conduct of good 
laboratory work,” and the fact that “the reputation of the 
teacher and the standing and financial support of the school 
are affected by the results of examinations,” while “the results 
of laboratory study cannot be tested by the current methods of 
examination.’ As this committee included representatives from 
the high schools, as well as the normal schools and colleges of 
New York State, and as this opinion was expressed after pro- 
longed and minute study of the actual condition in the schools 
of a state which is certainly not below the average education- 
ally, it must be regarded as a serious criticism of the present 
teaching in the whole country. Only the constant efforts of the 
teachers of science, to awaken the minds of other school offi- 
cers and of the public at large to the indispensability of reason- 
able expenditures for scientific equipments, and reasonable 
consideration of the points made by the committee, can secure 
the gradual remedy of this state of affairs. No special benefit 
is to be expected from’ the teaching of science untilva fat-reach- 
ing change has been brought «about. 


* 
e e 


1 University of thé State or N ew York, High School Bulletin No. 7, 
706. ' 
2 JOURNAL OF PEDAGOGY, Vol. XI. (1898), 119. 


e- 


INSTRUCTION IN THE LABORATORY 87 


I. The Value of Laboratory Work for General Education. 


a. For Teaching Knowledge-making by Observation and In- 
duction ; — Observation in chemistry implies something much 
more complex and difficult than we sometimes ap- ae 
preciate. In its simplest terms it may consist in plied in 
noticing the colour of a precipitate, or stating OPservation. 
whether bubbles of gas do or do not appear, or perhaps in 
describing the form of a crystal. This demands what one 
writer has described as “ocular accuracy.’ The process is 
one of the mind, although the phrase suggests that the eye as 


-a physical instrument is mainly concerned. In many experi- 


ments, however, the use of experience and reasoning in obser- 
vation so greatly predominates, that the part which the eye or 
the sense of touch plays becomes relatively inconspicuous. 
We read of observation consisting in the “training of the 
senses.”” The phrase is vague. It should be remembered 
that the reactions of our sense organs are scarcely affected by 
practice. Galton has shown that sailors’ eyes, instead of being 
more efficient physically than other peoples’, are really less sen- 
sitive than the average. It is the ability of the seaman to 
interpret what he sees in the light of experience that makes 
him a better observer of some things than the landsman. A boy 
may see ten times as much as a man, yet the man will learn ten 
times more from what he sees than the boy. Applying this to 
the matter in hand, we-see that the training of a pupil in obser- 
vation consists really in storing his mind with suitable experi- 
ence, all thoroughly classified and digested. Ability to observe 
chemical phenomena is an attribute of the chemist, and teach- 

ing observation consists really in teaching chemistry. ie 


0 b. For Teaching K: nowledge-making by the Study of Naturad 


Ovjecdts and Phenomena: — As we have seen (pp. 10 and 49), 
training in observation in the fullest sense of the Practical 

5 Value of 
ecm may be obtained from the study of languages Tabotattty 
and other book work. The man who is trained, Experience. 
however, in this direction only, may remain bookish and un- 


88 INSTRUCTION IN “THE LABORATORS 


practical. The knowledge by which we live is not furnished with 
an index, nor is it arranged alphabetically; It 1s thrown at us 
much like the experience of the chemist, and, as a school of edu- 
cation and a sphere of activity, the world is more like a labora- 
tory than a library. The experience in chemistry quickly shows 
the fallacies into which we continually fall, and from which ex- 
periment and renewed observation alone can rescue us. We | 
quickly learn that the operation of thinking clearly and keeping | 
our ideas in touch with facts is not a natural attribute of the 
untrained mind. In studying chemistry in the laboratory we 
acquire the habit of applying to concrete things the methods 
of observation, of induction, and of testing every hypothesis by 
reference to facts, which are indispensable to clear thought 
about such matters. The application of the method is a~ 
quality of the scientific mind, whether that mind is employed 
in business or in study. As Professor Remsen? says: ‘ By 
a scientific mind is meant one that tends to deal with questions 
objectively, to judge things on their merits, and that does not 
tend to prejudge every question by the aid of ideas formed 
independently of the things themselves. 

To illustrate:? When ammonium chloride is heated in a 
test-tube and litmus paper shows the presence of ammonia at 
Wustration t8¢ mouth of the tube, the student instantly says 
of Faulty that ammonia has been given off, and thinks of 
rete, mathe remaining solid as containing the hydrogen 
chloride. Presently the test paper shows the arrival of this 
acid, and he is reminded that the other product is a gas. 
If he is now asked why the ammonia appeared first, he will 
invariably say that it must have been formed before the 
hydrogen chloride! It usually comes as a surprise when you 
lead him to see that in the decomposition of a substance 

1 Address on “The Chemical Laboratory,” delivered in connection 
with the opening of the Kent Chemical Laboratory of the University of 
Chicago. NATURE, XLIX. (1894), 531. 

2 An excellent discussion of this, with many historical illustrations, is 


given by Tilden, Aints on the Teaching of Elementary Chemistry. Lon- 
don and New York, Longmans, Green & Co. 1895. Pp. I-11. 


ra yf bd a t — “A \s 5 


INSTRUCTION IN THE LABORATORY 89 


into two gaseous molecules, the products cannot be formed 
otherwise than simultaneously. The same pupil would not 
have made so grotesque a mistake in reasoning in geometry or 
in translation from French. It is the reasoning about material 
objects and phenomena which is difficult to him because it is 
unfamiliar. 

c. For Teaching Caution and Mental Rectitude -—The illustra- 
tion just given points further to the continual discipline which 
the pupil must receive in the necessity for caution 9.04 of care 
in forming conclusions. No work so much as that in Drawing 
in chemistry impresses one with the necessity for aeaaearA 
distrusting preconceived notions, or furnishes a better prepara- 
tion for tenaciously employing this principle as one of the best 
guides in all the actions of life. The line between the mini- 
mum inference which the facts actually justify, and the more 
extensive one which we are continually tempted to draw, is 
often so easily passed that the most varied experience in search- 
ing for it and remaining on the safe side can never make the 
process too familiar. Take, for example, the case of the Bun- 
sen burner. When the pupil, after he has observed the dif 
ference which the position of the ring at the bottom of the 
burner makes, is asked what the openings have to do with the 
matter, he will invariably say that it is the admission of oxygen 
which causes this difference. This statement may even be 
found in many books, in spite of the fact that nitrogen and other 
gases which contain no oxygen have the same effect... The 
higher temperature of the Bunsen flame is sufficiently explained 
by ics smaller size. The liberation of free carbon in luminous 
flames is another rock of offence. It seemed to be accounted 
for by the theory that the hydrogen of the hydrocarbons burned 
more easily, until this was shown conclusively to be the exact 
contrary of the fact by Smithells.? 

The custom of careful scrutiny of hypotheses and their con- 


1 See Newth’s, Jzorganic Chemistry. London and New York, Long: 
‘ mans, Green & Co. 1894. Pp. 291-306, particularly 304. 
2 NATURE, XLIV (1893), 86. lor further references, see p. 215. 


— 


:90 INSTRUCTION [IN THE LABORATORY 


tinual probation before the court of experiment begets a habit of 
mind which finally finds delight in the search for exact knowledge 
and correct opinions for their own sake. In these days of ex- 
aggeration and superficiality the influence of the tendency of 
laboratory work to the fostering of mental rectitude cannot be 
prized too highly. 

d. Other Benefits of a General Nature :— Laboratory work is 
undoubtedly of value in that cultivation of the mind which is 
expressed by care and neatness in mechanical matters, and in 
dexterity in the manipulation of materials. This training has 
undoubtedly a broader significance, beyond the operations 
_and objects peculiar to chemical work. Perhaps, as a substitute 
for, or supplement to manual training,’ it may be said to have 
some value in a partial way. 

In all instruction the personality of the teacher is held to bea 
factor of not less importance than the nature of the subject 
taught. The close personal contact which laboratory instruction 
secures between the pupil and teacher, and the consequent 
greater opportunity which his personality has to impress itself 
upon the pupils, is not one of the least of the benefits we are 
discussing. There are others that might be mentioned; several, 
such as the liberation from the bondage of authority (pp. 10 
and 51), have already been discussed in other connections. 
The examples we have given (in b and c above), if carefully 
thought out, will furnish a clearer insight into the value of 
laboratory work than any mere enumeration of ours could do. 


II. Value of Laboratory Work for Instruction in Chemistry. 


a. For giving First-hand Knowledge : —'The study of chemis- 
try, or any other body of knowledge, must be carried out by 
direct encounter with the material of the science itself. The 
study of what some one else has said or thought about the sub- 
ject is an interesting, but entirely different exercise. We do 
not study Latin by reading an English translation, or an essay 


1 W. E. Bennett, Manual Training of Chemistry. University of he 
State of New York, High School Bulletin No. 13, 926, 


INSTRUCTION IN THE LABORATORY OI 


on the author’s work. Every one understands that the study 
of Latin means the study of the text itself. So the term “ study 
of chemistry ” can be properly applied to nothing but laboratory 
study of the subject. An author’s explanations and verbal 
statements are but a feeble and exceedingly partial substitute 
for the facts themselves. Really to know what the facts of 
chemistry are, they must be seen and handled directly. The 
books are not chemistry, but literature, and, as some one has 
said, they are mostly poor literature at that. 

In order that there may be no question of the pre-eminence 
of practical experience, the course should be arranged round 
the laboratory work, and the latter should carry the he stuay 
thread of the subject. Classroom work and other arranged 

: , ; ‘  Yround the 
exercises should be adjusted to this and used as Laboratory 
supplements. This of course presupposes the Wor: 
existence of certain qualities in the chosen laboratory outline 
which shall fit it for furnishing the backbone and carrying the 
burden of the work. It is evident that if the relation of the 
other parts to the laboratory work is not that which we have 
suggested, if, for example, the recitations from a text-book form 
the only continuous and logical feature of the course, the atti- 
tude of the student towards the laboratory work will be entirely 
false. If the text-book is taken as the basis, and the impression 
is given that experiments are thrown in like the engravings and 
autograph letters in what bibliophiles call extra illustration of 
some book, they are bound to suggest mere ornamentation of 
some pre-eminently worthy nucleus, and the whole anatomy 
of chemical instruction must be deformed. 

b. For holding Interest and Attention: — The whole psychology 
of laboratory work forms an interesting study in itself. Without 
attempting to treat the subject fully, Wemay draw bevcnoines 
attention to one fact at least which contributes to of Laboratory 
its value as a means of instruction. During the S49: 
performance of an experiment, unless it is an exceptionally 
tedious one, it is almost impossible for the interest of the pupil 
to be withdrawn, or for his attention to fag. The operations 


92 INSTRUCTION IN THE LABORATORY 


being performed, the changes being watched, and the legitimate 
curiosity in regard to what will happen next, keep the whole 
matter constantly in the centre of the pupil’s field of conscious- 
ness, and effectually prevent mind wandering. The strain on 
the pupil’s powers of voluntary attention, which book work 
brings with it, is thus avoided in a large part of the time devoted 
to the study of chemistry. His thought about the subject also, 
with the activity continually prompted by this thought, satisfies 
the psychological demand for reaction as the necessary correla- 
tive of reception.’ 

Professor Dewey has pointed out another advantage which 
the laboratory possesses over the book, inasmuch as the per- 
formance of an experiment entirely diverts the attention of the 
pupil from the thought that he is studying, and fixes it com- 
pletely on that which is being studied. In other ways of learn- 
ing, the thought that he is studying is continually in danger of 
approaching a focal position in the field of consciousness, and 
relegating the object of study to a less central position, and even 
occasionally banishing it altogether. 

c. For Securing Clear and Pregnant Expression:—In most stud- 
ies we begin with the expression of the fact, and seek by study of 

the statement to reach the fact itself. In practical 
Pe ret fo science, we encounter the fact first, and, having the 
aes fact clearly in mind, proceed to find a suitable expres- 
vera sion for it. The former process is subject to mis- 
understandings which are only too familiar. Even if 
the language used is fortunately chosen, our personal equation, 


1 Cf James, Zalks to Teachers, Chapter V. The pyschology of labo- 
ratory work has been admirably discussed by Newell in a paper on 
“More Profitable High School Chemistry.” ScHooL Review, IX. 
(1901), 286. This article contains an admirable application to chemistry of 
the general principles discussed in Professor James’ book. The criti- 
cisms of actual features of chemical instruction in the light of psychologi- 
cal principles will be found not only interesting but of practical value. 
It should be added that the 7ulks to Teachers form the clearest presenta- 
tion of the application of psychology to teaching in existence, and in 
case it is not familiar to the reader its study cannot be urged toa 
strongly. 


INSTRUCTION IN THE LABORATORY 93 


resulting from the associations we have formed with the words, 
may result in more or less distortion when we seek to grasp the 
meaning. We are all familiar with the game of “‘rumour”’ in which 
the final result bears scarcely any recognisable resemblance to 
the original. Much instruction is of this kind.. The teacher 
takes the fact he intends to present from a statement in a book. 
It went through several stages even before it reached his eye. 
But, leaving this out of account, we have first his conception of 
its meaning, then the expression which he gives it in conveying 
this conception to his class, then the interpretation they put 
upon his statement, and finally the effort they in turn make to 
reproduce it in their own language. ‘The steps in this process 
are more than sufficient amply to explain the ludicrous misap- 
prehensions which so often arise. In the laboratory the pupil 
encounters the fact directly, without the intermediate steps which 
involve the teacher, although the latter is of course concerned in 
assisting in the thorough exploration of the fact, and so the pupil 
is able to express the fact with much less risk of falsification. 

Not only, however, are direct apprehension and clear expres- 
sion of the facts of the science thus the privilege of the pupil, 
but the statement means much more to him after this process 
than it could have done if it had been furnished by the teacher 
or the book. It is not an assemblage of words or a dead phrase, 
but a statement bristling with reminiscence and significance. 
When we consider the limitations of language as a mode of ex- 
pressing any idea with absolute precision and completeness, 
and at the same time without including too much, the advan- 
tage of this thorough grasp of the idea which has preceded the 
expression, and must forever accompany its use, will not require 
further justification. 

Let us illustrate by referring to one of the commonest forms 
in which the differences between related substances are ex- 
pressed. The statement that chlorine is more an 
active than bromine, and bromine than iodine, is a Mlustration. 
lifeless platitude to one who has no vivid experience with these 
substances to accompany it and give it meaning. After the 


94 INSTROCIION AN THE LABORA ORF. 


elements have been handled, however, and comparison of their 
activity has been made by studying the action of chlorine and 
bromine on salts of bromine and iodine, for example, or by com- 
paring the actions of sulphuric acid upon chlorides, bromides 
and iodides, or by heating the hydrogen compounds of the 
three elements, the word active acquires a definite experimental 
significance, and the whole phrase becomes pregnant with 
information. 


III. The Laboratory Directions. 


Since it is impossible for the teacher continually to supervise 
every motion and thought of the pupil, his place during the 
greater part of the work must be taken by printed laboratory 
directions. On the completeness and adequacy of these direc- 
tions must depend to a large extent the realization of the pur- 
poses just discussed. If, for example, the instructions confine 
themselves to the barest statement of what materials shall be 
brought together, the pupil’s experience will be utterly insuffi- 
cient to furnish him with a conception of how best to perform 
the operation, of what to look for and when to look for it, and 
of the relations of the things he sees to one another and to his 
previous experience. ‘The existing laboratory manuals show all 
sorts of directions, from the most meagre to the over-elaborate. 
It is, at all events, necessary that the teacher should carefully con- 
sider the directions in the book he uses, and adapt himself to 
them by preliminary discussion of the experiment. If need be 
he must give supplementary directions written on a blackboard, 
or perhaps substitute a more appropriate form in mimeograph 
sheets. The difficulty which this problem presents will be seen 
when we consider all the demands which may fairly be made on 
a good outline. 

a. Laboratory Directions Should be Coherent :— The chief fault 
of laboratory study is its tendency to resolve itself into a series 
of isolated, and therefore mechanical, proceedings. The phrase 
we so commonly hear, that a pupil has performed fifty or a 
hundred experiments, suggests that this disintegration may by 


INSTRUCTION IN THE LABORATORY 95 


some be considered a merit rather than otherwise. Fifty ex- 
periments may contain the material for the development of a 
knowledge of the typical principles of chemistry, apepeoerere 
just as fifty sleight of hand tricks may contain the basis of Incoher- 
for the study of the psychology of illusion, but in both “"* 

cases there must be a great distance to be covered before the 
results of the separate mechanical proceedings have been organ- 
ized into a knowledge of either science. Evidently a long step 
can be taken in the right direction by arranging the operations 
in groups, with an idea running through each group, so that it 
shall constitute a study of some element or compound, or of the 
material for the development of some generalization. An ex- 
ample will show how a series of experiments, by proper grouping, 
may be converted into a systematic study. . 

Suppose that chlorine is the subject. The first question 
has to do with the ways in which it may be prepared. It may 
not be possible conveniently to illustrate all the dis- Illustration, 
tinct methods in the laboratory. ‘The electrolysis Chlorine. 
of solutions of chlorides, for example, may be reserved for the 
demonstration. But the common general method, consisting in 
the oxidation of some chloride, will naturally be given. It is as 
easy for the pupil to take half a dozen test-tubes, and place in 
them various substances, like potassium chlorate, minium, 
barium peroxide, potassium dichromate, etc., and to treat each 
with hydrochloric acid, as to perform the same experiment with 
one of them. The view of the nature of the action will be 
broadened by further comparing the effect of litharge with that 
of minium, and of some metallic chloride and sulphuric or 
phosphoric acid with that of hydrochloric acid. The results 
naturally lead later to an instructive discussion of the meaning 
and mechanism of oxidation in this case. 

Following this will naturally come the main preparation of a 
quantity of chlorine for the examination of its properties and the 
performance of some of the usual experiments with it. It may 
be noted that the union with phosphorus, antimony, and other 
elements are not distinct properties, but illustrations of one 


96 INSTRUCTION IN THE LABORATORY 


property, namely, the great activity it exhibits in uniting with 
various elements. Other distinct properties are its tendency 
to act upon water, forming a small amount of hypochlorous acid 
(H,O + Cl, @ HCl+ HClO. Note that the action of light 
on the solution is due to decomposition of the hypochlorous 
acid and is not a property of chlorine), its tendency to replace 
hydrogen in organic compounds, etc. 

It will be noted that experiments giving negative results, like 
the action of litharge above, are useful rather than objectionable. 
They are, indeed, necessary in order that a basis for comparison 
may be furnished. 

In a similar way the study of hydrates, commonly spoken of 
as substances containing ‘ water of crystallization,’ requires a num- 

, ber of closely related experiments in order that a 
Illustration, . : 7 
Water of basis for really understanding the subject may be 
mycin] furnished. We have to note, first, that a body like 
blue vitrol can be decomposed by heating and the 
product has entirely new properties; second, that this anhy- 
drous material combines with water and the mixture furnishes 
crystals like the original ones; third, that the proportion used 
in combination can be expressed ultimately in terms of com- 
bining weights, proximately in terms of the formula weights of 
water and the salt, and is therefore genuine chemical com- 
bination ; fourth, that the same substance may have crystalline 
form, of a different kind however, without containing water 
(it may be crystallized from concentrated sulphuric acid) ; 
finally, a number of crystalline substances may be examined by 
heating in order to ascertain which are and which are not 
hydrates in the common form in which they are sold. 

There is no objection to the numbering of experiments. 
This is indeed an advantage to the teacher when examining the 
note-books. ‘The point we have tried to make is, that the work 
must be grouped, and the groups must be coherent, in order 
that the results may be such that they furnish material for com- 
parison, discrimination, and the arrangement in logical relation 
of the observed facts. When the results are assembled in such 


INSTRUCTION IN THE LABORATORY 97 


a fashion, the material is ripe for generalization. This final 
step will not usually be taken by the pupil, even if he is invited 
to take it. The review of the work in the quiz will be needed to 
bring out the relations more clearly, and in this exercise there- 
fore the first development of generalizations will usually occur. 

b. Main Points in Regard to the Directions for each Experi- 
ment:— 'The main features which are required to constitute 
proper direction in each experiment, and which must be fur- 
nished either by the manual, the teacher, or the head work of 
the pupil, may be summed up very briefly. 

First, the object of the experiment must be definitely stated, 
or at least clearly implied in the title. Except in the case of 
verification of a law, however, it is obvious that the result of the 
experiment should be carefully concealed. 

Second, the apparatus must be lucidly described, and if 
possible illustrated, in order that it may be readily constructed 
without loss of time ; the object of the various parts Bierioael 

; irections in 
should be mentioned in case any of them are new, regard to 
or are not likely to be understood at once. S ablh detain a 

Third, a minute and practical description of the materials 
must be given. The quantity should be stated precisely, to 
avoid the tendency which the pupil generally has at the start to 
use four or five times too much; he should be shown that this 
results not simply in waste of material, but, what is much more 
important, in great waste of time. If solutions are concerned, 
the concentration to be used should be given: it will be noted 
that in general chemistry, unlike qualitative analysis, one 
strength will not serve for all experiments. Inasmuch as the 
state of many materials differs in different samples, the outline 
should specify whether an anhydrous or crystallized variety is to 
be used, whether the zinc is to be common granulated or 
chemically pure, or in the form of zine dust, and whether lumps 
of the substance will serve the purpose, or whether it must be 
powdered. The great difference in the results depending on 
these things may be pointed out when opportunity offers (pp. 
R200 


98 © INSTRUCTION IN THE LABORATORY 


Fourth, the handling of the material and apparatus must be 
made clear. In simple cases like precipitation, for example, 
the very gradual addition of the reagent, accompanied by con- 
tinual agitation, must be directed to avoid confusion. The 
curious layers which otherwise arise may else become the 
subject of observation and divert the attention into fruitless 
channels. Perhapsa special exercise on this is advisable. When 
the experiment is elaborate, minute directions are even more 
necessary. 

The three last points are concerned with the peculiarity of 


chemical work, that the subject of observation has to be created — 


by the pupil, and the lesson it may teach cannot be reached 
unless care is taken that the data, consisting in the phenomena 
observed, shall be specific and identical in every repetition of 
each experiment. 

Fifth, the point at which a pertinent observation may be 
made should be indicated by an interrogation mark, or in 


Directions Some other way. In one experiment the pupil - 


concerning may acidify a solution and then add hydrogen 
Observation : : , 

and sulphide ; in the next he may use zine sulphate 
Inference. = and add sodium hydroxide, first in small amount, 
and then in excess. The slight alteration in the appearance 
which the acid may produce will leave him in doubt as to 


whether it has any significance, and should be made a basis of 


inference or not ; and if he decides that it should not, it may 


happen that the first effect of the sodium hydroxide will be so 
slight that he will neglect it also. Since the acid simply added 
hydrogen ions, while the sodium hydroxide produced a definite 


change, an interrogation-mark will call attention to the latter 


fact. 

sixth, some indication is necessary as to what is to be ob- 
served: for example, the use of the nose has to be enjoined 
many times before it becomes habitual in almost every experi- 
ment. Similarly it is sometimes necessary to draw attention to 
a change in colour which may represent a passing stage in a 
chemical change, or to the production of a gas which might be 


INSTRUCTION INTHE LABORATORY 99 


overlooked, as in the addition of a soluble carbonate to many 
salts of heavy metals. Perhaps separate exercises on these 
details of observation would be advisable, in order that the 
pupil may afterwards be left more completely to think for 
himself in later experiments. 

Finally, definite questions should be asked in regard to the 
interpretation of what has been observed. ‘These should be of 
two kinds which should be distinguished plainly from one an- 
other. Some it may be possible to answer from the observa- 
tions and previous knowledge of the pupil alone; others. may 
require reference to a book for part of the data. The pupil 
cannot tell, without some suitable indication, of which variety 
the question is, and will, in general, in every case make use of 
the book, and so miss the opportunity of thinking for himself, 
which the former variety of question would encourage him 
to do. 

It is evident, of course, that some mean must be struck be- 
tween over-elaboration and too great compression of the in- 
structions. ‘They must not be so minute that to follow them 
will be wearisome, or so complicated as to be distracting and 
unworkable. If too concise, they will put more responsibil- 
ity upon the teacher and pupil than the size of the class 
in the former case, or the intelligence in the latter case, will 
stand. 

It is evident also that detailed directions will not be given in 
connection with every problem. In many cases the question 
will be stated and the pupil will be left to devise his own experi- 
mental method of attacking it and to do most of the thinking 
involved for himself. With large classes problems of this kind 
can be given only after much carefully directed work has been 
accomplished. With small classes, on the other hand, or when 
trained assistance is available, the more independent method 
may be used almost from the start and with the very best 
results. 


1 This question is discussed more fully under Use of the Text-book, 
chapter V., section d (p. 136). 


100 INSTRUCTION IN THE LABORATORY 


c. Selection of Lxperiments : — In general the selection of the 
experiments should be made so as to afford the pupil oppor- 
Considera- Unity to handle and become acquainted with all 
tions affect- important substances, and to furnish him with mate-- 
ae ne ral for systematic study of each topic in order that 
some material for generalization may be available. Such chem- 
ical changes only should be used as may surely bé brought 
about when the conditions are definitely specified. The inclu- 
sion of a fact should be determined by its value for the pur- 
pose in view, and not because it is easy to show, or because 
its presentation is sanctioned by custom. The experiment 
should reach the point to be illustrated as directly as possible. 
Thus measurement of substances by observing the volumes of 
solutions is less direct than weighing, since the latter is the mode 
of measurement in terms of which chemical quantities are de- 
fined. Gravimetric experiments should therefore precede volu- 
metric. Artificial methods should be replaced by natural when 
possible. For example, making sulphuric acid from sulphur 
dioxide obtained from sulphuric acid does not illustrate the 
commercial process, and is in itself stultifying. It is equally 
easy to burn pyrites (in a hard glass tube) in a stream of air 
drawn or driven over it. 

Above all, the numerous limitations of the pupil, both in gen- 
eral and in view of his particular state of advancement, must not 
be forgotten. The apparatus which can be furnished by the 
laboratory or handled by the pupil must be thought of. The 
degree of skill and the knowledge which the pupil has acquired 
must be borne in mind. The length of the periods available 
for work must frequently lead to the exclusion of some val- 
uable experiments. In discussing the results, the precautions 
taken by the pupil must be considered in the light of the much 
greater precautions which scientific work of permanent value 
demands. ‘The small number of data he obtains, as compared 
with the mass of data which alone can furnish a basis for confi- 
dent generalization, must be remembered. We shall presently 
discuss more fully the incompleteness of much of the pupil’s 


UMA IOUCLIGN Lin EY LAROKATORY rol 


work in consequence ofthese limitations, and the necessity for 
leading him to realize precisely how far he contributes to the 
result, and how far the book is to be called upon for furnish- 
_ing an adequate foundation for the conclusion (p. 136, cf. also 
p. 99). All this will be made much clearer if some oppor- 
tunity is taken to explain in detail some particular chemical 
investigation, with all the laborious purification of materials and 
analysis of multitudes of specimens which must be accomplished 
before even comparatively limited conclusions can be reached. 
Almost any account of inorganic research? will furnish material 
‘for this. , 

The chief general rule is that the work should be, as far as 
possible, intensive rather than extensive. A sufficient sample 
of the whole ground covered by the science must 

x : Intensive 
be included, for there are many reasons which ,sather than 
make this desirable in the course given in the moa is 
secondary school. But it must be remembered 
that a thorough knowledge of one small portion really implies 
the ability to master other and different portions more rapidly, 
and is therefore, from every point of view, a thing desirable of 
attainment. The intensive method means also that the total 
acquisition must be greater, for it is only after we know some- 
thing about some chemical substance that we are able to do 
the most intelligent work with it. Nor is intensive work more 
difficult than the other. On the contrary, it is much easier to 
enlarge our knowledge of a group of closely related things, than 
to enlarge it by passing rapidly from one group to another of 
things which are strange and less closely related. This instruc- 
tion may tax the power of the teacher more, but it must be less 
difficult for the pupil. A Cook’s excursion covering ten cen- 
turies of time and ten square miles of area in a single day is 
notoriously not the best means of studying the history and soci- 
ology of a people and its institutions. Laboratory work which 
resembles a personally conducted glance at many different things, 


1 For list of papers, see chapter VIII., section III. (p. 214). 


\ 


ond 


102 INSTRUCTION: LIV GH fe A BORA CO ioe 


may leave a confused sense of many more or. less interesting 
impressions, but it cannot furnish an opportunity for learning 
chemistry. 

It is this superficial quality which much school work possesses 
that prevents its recognition by the colleges. If the study of 
Latin in the school were of the same flimsy nature, and included 
no genuine investigation of the text, no mastery of the thing 
itself, and no adequate acquaintance with it in all its complexity 
as a medium of communicating thought, it would receive no 
recognition either. Both subjects must submit to the same 
test of educational value, or the whole work must be done over 
again in college. As Professor Bardwell says,’ speaking of chem- 
istry, ‘ingenuity and initiative power . . . come to the student 
not... by looking through experiments to greater things be- 
yond, but by looking into experiments to find the simpler things 
which are near at hand.” The same may be said of any of the 
benefits the study of the subject may confer. ‘The limit of in- 
tensive study is to convert the whole work into research and 
give up the idea of covering much ground. My point is that 
both features must be preserved, and that of the two the former 
is the more important. 


parse d. An /llustration: —In a well-known laboratory outline 


I find the following: “ ‘Treat a few small crystals of potassium 
iodide with concentrated sulphuric acid. What 
Potassium © ; 2 ; 
Iodideand GO you notice? Compare with the results ob- 
eee tained when potassium bromide and sodium chlo- 
ride were treated in a similar way.” This brief 
statement constitutes the whole directions for the experiment.? 
I have found this apparently simple experiment, at least at the 
stage at which it naturally appears in the course, by far the most 
difficult of the whole series for the year. In the first place, if 


1 New England SORES of Chemistry Teachers, Report of the 
Sixth Meeting, 3. 

2 It ought to be said that the author of the book does not profess to 
offer the sort of directions combining instruction with direction which we 
have advocated. He says expressly that everything has been omitted 
that ‘does not serve to insure the success of the experimental work.” 


INSTRUCTION IN THE LABORATORY 103 


rather large crystals are taken, with much acid, and heat is not 
applied, no noticeable amount of gas may be given off at all. 
To get uniform results, the salt must be powdered and simply 
moistened with acid, and heating must be suggested in case 
the pupil does not get more results than he can take care of 
without this. In the second place, the pupil observes fuming 
in the air outside the mouth of the tube, a violet-coloured 
vapour in the tube, a brown film on the walls of the tube, an 
odour (sulphur dioxide or hydrogen sulphide, or both), and 
often a yellow sublimate (sulphur). Unless he is warned, he 
supposes that one body has all these properties. Without 
guidance he will never realize that from three to five distinct 
products are concerned. In the third place, he may not have 
yet. met with free iodine, sulphur dioxide, or hydrogen sulphide, 
or, if he has studied them, he will have forgotten the properties 
of the last two. He certainly must have encountered hydrogen 
chloride, but he has probably forgotten that it fumed in moist 
air, and in any case he will not reason that, the halogens being 
similar elements, the new fuming gas must be hydrogen iodide. 
In the fourth place, he will try to put the whole of the products 
into one equation, and involve himself in an arithmetical puzzle 
of some difficulty, as well as a chemical absurdity. In the last 
place, he will fail to infer the oxidizing power of sulphuric acid 
and the easy oxidizability of the iodides, unless he is invited to 
do so. 

I question the advisability of giving this experiment in ele- 
mentary work at all. But in college work, to prevent the pupils 
being hopelessly muddled and discouraged, I have been led 
gradually to elaborate the directions. ‘They have reached the 
following form, which will serve as an illustration of the sort of 
thing which is required to secure intelligent practical study of 
any problem : — 

“‘ Place about a gram of powdered iodide of potassium in a 
test-tube and moisten it with concentrated sul- Model of 
phuric acid (?). Warm, if necessary. Investigate Directions. 
the result as follows : — 


104 NSTROCTION IN THE LABORATORY 


“‘a, Breathe across the mouth of the test-tube to ascertain 
the effect of the gas on moist air. What gas previously made 
showed the same behaviour? Remembering the similarity 
between the halogens and between their corresponding com- 
pounds, what do you infer in this case? ‘To confirm this con- 
clusion, lower a glass rod dipped in ammonium hydroxide 
solution into the test-tube (?): also a strip of filter paper dipped 
in lead nitrate solution [ R] (?).* 

“6, What is the colour of the gas, or any part of it? What 
is the coloured body? (This assumes that iodine has been han- 
dled before.) Was there any corresponding product when 
sulphuric acid acted on a chloride? By what kind of chemical 
action could this coloured substance be formed from the one 
identified in a? 

“¢, Study the odour of the gas and describe it (?). Was 
there any effect on the lead nitrate which remained unex- 
plained ina? Can you now explain it [R]? (This [R] as- 
sumes that hydrogen sulphide has not yet been studied.) 

“The work in a and @ leads to the recognition of two distinct 
gaseous products. ‘That in ¢ will yield one, and perhaps two 
others. Still another distinct solid product may be observed 
on the walls of the tube (?). Construct separate equations 
representing the formation of the first product from the orig- 
inal materials, and of each of the others from this product and 
sulphuric acid. What two properties of sulphuric acid and 
what property of hydrogen iodide are illustrated by this set of 
experiments.” ? i 


1 [R] indicates that the pupil, in understanding what he is asked to do 
or in interpreting the result, needs information he cannot have gained in 
previous work, and must therefore refer to some book or to the instructor, 
Here he is ignorant of the action of iodides on lead salts. 

2 For examples of coherent directions and thorough working out of 
a problem, see the treatment of hydrates in Richardson, 6-8, of 
mechanical mixture and chemical combination in Remsen and Randall, 
7-10, and of chalk in Perkin and Lean, chapters XIX. and XXX. 
A large proportion of the work in E. F. Smith and Kellar (Axperiments 
in General Chemistry, Philadelphia, Blakiston) and Volhardt and Zim- 


INSTRUCTION IN THE LABORATORY 105 


IV. The Pupil and his Attitude. 


BIBLIOGRAPHY OF HEURISTIC TEACHING. 


Second Report of the Committee of the British Association on The 
Present Methods of Teaching Chemistry. Report of the British Asso- 
ciation, 1889. Also published separately by the Association. London. 
1889. 

Third Report of Same Committee, with additions by Professor H. E. 
Armstrong. Report of the British Association, 1890. Reprinted in 
NATURE, XLIIT. (1891), 593. 

Armstrong, H. HE. On the Heuristic Method. Special Reports on 
Educational Subjects, vol. II. Printed for H. M. Stationery Office, Lon- 
don, and sold by Eyre & Spottiswoode. 18908. 

The 46th Report of the Department of Science and Art. Printed 
for H. M. Stationery Office, London, and sold by Eyré & Spottiswoode. 
1899. Abstract in NATURE, LX. (1899), 381. 

Picton, Harold. The Great Shibboleth. ScHooL Wor.p, London, 
vol. I., Oct. and Nov., 1899. 

Perkin, W. H. Vice-Presidential Address before the Chemical Sec- 
tion. Report of the British Association, 1900. Reprinted in NATURE, 
LX: 477: 

Discussion in THE SCHOOL WORLD, II. (1900), 358, 396, 437, 476. The 
last letter, by C. M. Stuart, gives an instructive illustration in detail. 

Syllabus of an Elementary Course in Physics and Chemistry, issued by 
the Incorporated Association of Headmasters. London, Whittaker & Co. 
1900. 

_ Syllabus of an Advanced School Course in Physics and Chemistry, 
issued by the Incorporated Association of Headmasters. London, Whit- 
taker & Co. 1899. 


Whether we consider the best means of awakening and sus- 
taining interest, or of fostering the scientific habit of thought, 
it is evident that leading the pupil to adopt the attitude ofa 
discoverer will be most likely to accomplish the result desired. 
At the same time there are parts of the subject to which this 
method of approach is inapplicable. If, for example, we sug- 
gest that the pupil should discover the fundamental laws of the 
subject for himself, we are putting upon him an impossible task, 
and indeed deceiving him in regard to the nature of the foun- 


mermann (Experiments in General Chemistry, Baltimore, The John 
Hopkins Press) illustrates these qualities admirably. 


106 JNSTRUCTION IN THE LABORATORY 


dation of a law. Verification is the term more applicable to 
work in this direction. Nor would we even suggest that the 
whole of the ordinary facts should be approached by the 
method of ‘find out for yourself,” for the progress by this plan 
would be too slow for the purposes of a secondary school 
course. Much may be furnished in the class room, but the 
laboratory work should be divided between a small amount 
of verification and a large amount of what may be called 
investigation. 

a. The Verification of Laws: — When the purpose of an 
experiment is the verification of a law, it will naturally be 
preceded by a careful study of the facts which the law covers.? 
While this necessarily carries with it full knowledge of the re- 
sult of the experiment, it does not deprive the experiment of 
any ofits value. Practical illustration will be required in order 
to make the understanding of the law more vivid, the recollec- 
tion of its content more lasting, and, above all, to show by 
means of a sample, admittedly rough, what the general nature 
of its experimental basis is. 

b. Zhe Attitude of Discoverer : the Heuristic Method :*—It is 
evident that the nature of the directions will have much to do 
eas with the attitude of the pupil towards his work. 
Heuristic In the ideal application of this method, however, 
ap a-s no book and no directions are used. The ques- 
tions to be solved are suggested as far as possible by the pupils 
themselves in the course of the examination of materials given 
to them. Naturally the demands made upon the pupil must 
be graduated, and at first the questions must be very simple. 
An outline prepared by Professor Armstrong (Second B. A. 
Report) will serve for illustration. Natural objects. are ex- 
amined, their origin, manufacture, and uses discussed, their 
appearance described. Thisis the first stage. Next, measure- 
ments of length, area, weight, density, temperature, and so forth 


1 Report of the Committee of Nine. University of the State of New 
York, High School Bulletin No.7, 710. 


2 Cf pp. 19, 54and 56 


INSTRUCTION IN THE LABORATORY 107 


are made. ‘This is the second stage. ‘Then the effect of heat 
on many things is examined for the purpose of gaining experi- 
ence. Metals are heated in various ways; wood is dried and 
then burned for examination of the ash ; «minerals, such as sand, 
clay, sulphur, etc., are also heated. This is the third stage, and 
prepares for the fourth or problem stage in which the study of 
some chemical change may first be taken up. 

The first chemical problem is that of determining what happens 
when iron rusts. ‘The pupils must not only “ find out for them- 
selves,’ but as far as possible be led to imitate the detective’s 
method, and find out Zow to find out for themselves. ‘The ques- 
tion of the relative progress of rusting in moist and dry filings may 
suggest itself. Or air without water (dry) and water without 
air (boiled) may be tried. Then the iron may be weighed be- 
fore and after rusting, and the search for the extra material begun. 
The question will be whether air or water furnishes the material. 
Moist iron tied up in muslin may be rusted in a pickle bottle 
inverted over water. ‘The disappearance of part of the air leads 
to the treating of the same air with fresh filings, and of the same fil- 
ings with fresh air, to see whether the change in either substance 
reaches a limit. The experiments may include other metals, 
and be extended in various ways according to the questions 
which suggest themselves to the pupils. 

With a little care a series of interesting problems of this kind 
can be arranged in such a way that the solution of the preced- 
ing problems brings the pupil within measurable nature, 
distance of the solution of the next. When suffi- Limitations, 

; and Results of 
cient skill has been acquired, the quantitative stage Heuristic 
will be entered upon. batt 

While in this way a large amount of chemistry may be 
learned, the object is not to teach chemistry, but to teach the 
pupils how to learn, — to confer ability and not knowledge. ‘The 
progress in one sense will be slow, but the work, as long as 
interest is maintained and rational thinking and experimenting 
goes on, is fulfilling its mission. It cannot be objected that 
this kind of study is too difficult, for experience shows that it 


108 INSTRUCTION IN THE LABORATORY . 


can be done even by young children. Picton (Zhe Great Shib- 
boleth ) has outlined a course of this kind in chemistry for boys 
about twelve years old which he finds to work admirably. He 
says (ScHooL Wortp, II., 397), ‘‘My experience’ is that 
the young boy of nine or ten can be readily got to think; the 
boy who has had considerable school training on ordinary lines 
can only rarely be got to think at all.” 

Illustrating the really remarkable way in which children, to 
whom text-books are quite unknown, will prove successful in the 
solution of intricate problems, a correspondent in the SCHOOL 
Wor-p (II., 397) mentions four boys who, after two terms’ 
work in a physical laboratory, investigated the rate of expansion 
of water when heated from o° upwards. They used two 
methods, and got good curves for the apparent expansion. 
They saw clearly, however, the relation between this and the real 
expansion, as it would have been in the absence of the glass vessel. 
They tried first to measure the expansion of the glass with cal- 
lipers between 0° and 60°, but, finding the results not exact, 
were at a‘loss how to proceed. When it was suggested that 
some Frenchman had determined the expansion of mercury 
independently of the vessel containing it, the boys ransacked 
the library and found a description of Regnault’s apparatus and 
results. After being dissuaded from repeating his experiments, 
they corrected their own measurements by employment of his 
table. The writer adds, “ undoubtedly the method has its draw- 
backs. The ‘investigation’ above mentioned occupied the 
better part of a term, during which, no doubt, the boys might 
have read through some little text-book, or pottered through a 
course of ready-made ‘experiments’ on ‘heat.’ It also 
cost the master . . . a good deal of labour. But he finds that 
a very little of this sort of work goes a very long way. . . . It 
seems to confer a power that is not acquired in any other way. 
The pupil’s mind gains a freedom, a power of seeing things for 
itself, an alertness and adaptability in turning to fresh matter, 
which make great gaps in methodic knowledge of comparatively 
little importance. J have more than once been astonished at 


INSTRUCTION IN THE LABORATORY 109 


the ease with which boys, who have worked on this plan within 
a very small range, have been able to grasp the bearings of ex- 
perimental work in quite another department, . . . . their eyes 
[seemed] to see things and processes in themselves, and not 
through the mists of conventional terminology.” 

Since the course of the pupil’s inquiries must be as inde- 
pendent as possible, the direction which it may take cannot be 
foretold. ‘The teacher must assist and guide with judgment, 
and, in general, as little as possible. A severe tax, however, will 
frequently be put upon the breadth of his knowledge of the sub- 
ject, upon his time, and upon his mechanical skill. 

While work exclusively on these lines, although pre-eminently 
suited to the needs of young pupils in the nature work of the 
grammar school and _ below it, does not furnish the Apalication 
knowledge of chemistry which is expected in the in Teaching 
secondary school, it is evident that this attitude is ia casa 
the one to be cultivated when chemistry itself is being taught. 
I imagine that, when hydrogen is being studied, in nine hun- 
dred and ninety-nine cases in a thousand the pupil is informed 
directly or indirectly that it comes from the acid. Suppose 
that, instead of this, the question were raised whether the hydro- 
gen came from the metal, the hydrogen chloride, or the water. 
If the pupil’s experience had dealt with the last of these three 
substances only, the problem would be difficult to solve. If 
other metals were tried, many would be found to give hydrogen. 
Do these all contain it? Other acids would give hydrogen. 
Are they the source of the element? Substituting another sol- 
vent such as toluene prevents the appearance of hydrogen. 
Was water therefore the source of it? A little thought will 
show that a large amount of careful original work would be re- 
quired to demonstrate that the acid was the source. In our 
teaching we are continually thus skimming airily over gaps 
which conceal not one or two steps, but whole flights of steps, 
all of which would have to be taken in a scientific study of the 
subject, although they are superfluous when memorization of 
the results is the only object. 


TIO INSTRUCTION I[N THE LABORATORY 


Practically, the effort will be to include as much heuristic work 
as possible in the secondary school course. The spirit of it 
should certainly be of this kind. Now and then problems of a 
simple nature can even be given, after the material needed for 
their solution has been furnished, and the pupil may be left to pro- 
vide his own directions for their solution. ‘Thus, after equiva- 
lents have been measured, the pupil might determine the 
proportion of zinc oxide in zinc dust. Again, he might be 
instructed to find a solvent for some material; he might be 
told to make some salt in a pure form from an impure mineral, 
such as manganous chloride from manganese dioxide; or again, 
he might be asked to demonstrate the presence of one or more 
of the elements in ammonium carbonate. ‘The exercises in the 
recognition of unknown substances (p. 178) are problems of 
the same order and are of the highest value. 

c. Summary : — It is safe to say that much chemical instruc- 
tion does not reach the ideal sketched in this and the preceding 
heen sections of the chapter. Yet chemistry will never 
Instruction | be recognised, nor will it deserve to be recognised, 
oe We as Latin and other older studies are, either as an 
Attaining element in sound secondary education, or in work 
wer: preparatory to college, until it is better organized 
along lines like these. We are only beginning to recognise 
this. It is not sufficient to suggest more thorough work. The 
pupil will be lost in details without the instruction which must 
go with it. Yet if the work is not made more elaborate, the 
result must be superficial. To fit the science for its place with 
the older studies, we must have guidance of a restrictive nature, 
which shall confine the possibilities of experiment, observation, 
and inference within limits somewhat like, those set by the text, 
the grammar, and the dictionary. We must have guidance of 
an analytical kind to assist in the finding and study of all the 
points to be considered in each experiment. We must have 
guidance of a synthetic nature to stimulate the inter-relating of 
various facts and views brought out by present and past experi- 
ments. All this is necessary in order that the instruction may 


INSEL RUCLIION LNVIREEABLORATORY it 


be an imparting of organized knowledge and not a jumble sale, 
and that, with the acquirement of an ever-tightening grip on the 
inner spirit of the science, rather than an ever-growing collec- 
tion of rag-bag odds and ends, the pupil may advance in the 
profundity as well as the area of his knowledge. This alone 
can make chemistry a genuine means of culture and a discipline 
of real benefit in the later work of life. We need more detail, 
and at the same time more perspective. The Latin language 
cannot be studied by any other method ; in this lies its strength. 
It seems to be possible to think that a study of chemistry which 
is not of this kind may still be a study of the science; in this 
lies its weakness. The purpose of scientific education is the 
application and higher cultivation of the critical powers by com- 
parison, discrimination, and reasoning. It must also exercise 
and cultivate the power of scientific imagination, for, without 
this, no clear conception of the chemical tendencies of matter, 
and the conditions which influence their results, can be 
formed. That criticism and imagination are required in and 
are strengthened by its study, when this is prosecuted in the 
proper way, may be claimed for chemistry at least as confidently 
as for any other study. 


V. Laboratory Technique. 


One of the failings of chemistry teaching is the neglect of 
laboratory technique. The obvious value of neat and careful 
work, and of knowing how to adapt means to ends in mechani- 
cal matters, is so great, not only on account of its general edu- 
cational value, but more: especially because it 1s absolutely 
indispensable in really instructive chemical experimentation, 
that this neglect may well seem astonishing. It can be ex- 
cused in any given case only.on the ground that adequate 
supervision of a large class was impossible. In handling large 
classes of pupils who have already studied chemistry for a year 
in the secondary school, I have, for example, rarely found one 
who had any idea of how to ascertain whether a piece of 
apparatus was air tight or not. ‘They usually blow into it as if 


TI2 INSTRUCTION IN THE LABORATORY 


it were a pair of bagpipes, oblivious of the fact that a hole 
nearly as large as their own throat would be necessary before 
the defect would be noticeable. ‘The rational way of arranging 
the test, so that in some fashion the eye is the instrument used, 
forms an instructive lesson in itself. 

A good deal of attention is required in teaching proper 
manipulation. It is long before the pupil discovers that the 
stop-cock is meant for lowering the gas-flame, as well 
as for extinguishing it, yet he has continual oppor- 
tunity to observe the risk in boiling a small amount of liquid 
in a large vessel with a large flame. It seems impossible 
to impress upon the minds of some pupils the proper method 
of folding a filter paper, of cutting it to circular form, and 
making it invariably smaller than the funnel. The clever use 
of the test-tube is a small art in itself. The pupil should 
learn the reason for the employment of different kinds of 
apparatus, such as retorts, flasks, test-tubes, etc., and in some 
exercises should be left free to select or devise apparatus for 
himself. The pupil is slow in learning the difference between 
thick and thin glass vessels in connection with the application 
of heat. Repeated misfortunes seem never to teach him that — 
careful boring of corks and fitting of tubes takes no longer than 
making a funnel-shaped or ragged opening, and sometimes 
saves hours of time in subsequent work. The laboratory in- 
structions, no matter how minute, will not secure the desired 
result without supervision and criticism by the teacher.* 

Weighing, unless it has already been learned in the physical 
laboratory, requires careful preliminary instruction, if damage 
to the balance and discouragement in the work 
are to be avoided. The most frequent mistakes 
seem to arise from failure to count the weights correctly. 
Special emphasis should be laid on the necessity of ascer- 


Manipulation. 


Weighing. 


1 These general operations are well described by Newth, Zlementary 
Inorganic Chemistry, 15-34, by Young, Llementary Principles of Chem- 
istry, Part II., 91-104, by Newell, Zxperimental Chemistry, 1-9, 329-353; 
and 365-369, by Peters, Modern Chemistry (Maynard, Merrill & Co.), 
355-380, as well as by many other authors. 


INSTRUCTION IN THE LABORATORY I13 


taining the weight, first by examination of the vacant places in 
the box, and then checking by counting the weights themselves 
as they are replaced. ‘The working of glass, CV CUM tae arte: 
if it go no further than the bending or drawing out ing. 

of glass-tubing and fire-polishing of the sharp edges, requires a 
separate exercise. A Bunsen burner on which was inscribed in 
large letters, ‘do not use me in bending tubing,” would be a 
boon to the teacher. 


VI. Quantitative Experiments. 
REFERENCES. 


Newell, Lyman C. Quantitative Experiments in Chemistry for High 
Schools. SCHOOL SCIENCE (Monthly. Chicago, Ravenswood), I. 12. 
This new journal has already published several valuable articles on sub- 
jects of interest to teachers of chemistry. 

Ramsay, Wm. Experimental Proofs of Chemical Theory for Begin- 
ners. London and New York, Macmillan. 1893. 

Tilden, W. A. Hints on the Teaching of Elementary Chemistry. 
London and New York, Longmans, Green & Co. 1895. 

Cornish, Vaughan. Practical Proofs of Chemical Laws. London and 
New York, Longmans, Green & Co. 1895. 

Smith, Alexander. Laboratory Outline of General Chemistry. Chi- 
cago, The University of Chicago Press. 1g00. 


We have already referred to the emphasis which is neces-— 
sarily laid in chemistry upon quantitative measurement and the 
interpretation of the results. Imaginary examples, as we have 
hinted (p. 80), may serve when actual ones are not available, but 
the ease with which properly chosen measurements can be 


1 Clear instructions in regard to glass-working are given by Newth, 
ibid., 35-39, by R. P. Williams, Llements of Chemistry (Ginn & Co., 
Boston, 1897), 384-387, and by G. M. Richardson, Ladoratory Manual 
and Principles of Chemistry (Macmillan, 1894), 225-229. The teacher 
will find some accomplishment in this art invaluable. It is best acquired 
from direct instruction by some glass-blower. Much may be learned, 
however, by the study of works like Shenstone’s Methods of Glass Blowing 
(Longmans, Green & Co., 1897), or Threlfall’s On Laboratory Arts (Mac- 
millan, 1898), chapter I, 

8 


114 INSTRUCTION IN THE LABORATORY 


carried out leaves little excuse for their omission, either from 

the demonstration or from the laboratory work of the pupil.’ 
a. Limitations :* —It is clear that the experiments chosen 
must be such that they are easily -performed, and furnish 
fairly good results in the hands of beginners. ‘They ‘should 
employ no complicated or expensive apparatus. ‘They should 
be capable of performance by a single pair of hands within the 
laboratory period. ‘There is no disadvantage, however, in per- 
mitting two pupils to work together, provided they figure out 
the results separately. ‘The most important condition is that 
it should be possible to furnish the pupil with instructions 
which will relieve the teacher of the burden of continuous 

supervision of each individual. 
The chief misunderstanding which seems to arise in connec- 
tion with this work is a confusion of it with quantitative analysis. 
The latter has for its object the learning of tech- 

The Degreeof . A ‘ 
Exactness nique of the most refined description. ‘The present 
Required. experiments have for their use the comprehension 
of how quantities in chemistry are determined. Of course 
sufficient precautions must be taken to insure results which are 
approximately correct, or are at least concordant. It is 
frequently objected that results which are not exact are not 
only without value, but are misleading. This seems to rest on 
a misapprehension. No chemical work is absolutely exact. 
The conclusion always takes into consideration the sources of 
error, and the probable magnitude of the error, in applying the 
numerical value obtained. ‘There is no reason why this should 
not be done in the experiments of beginners also. Indeed 
it should be one of the most instructive features of the work. 
Nor is there any reason why inexact results, within certain 


1 Their use is recommended by the Sub-Committee of the Committee 
of Ten, by the Committee of Nine, by the Committee on College Entrance 
Requirements, and, most recently, by the College Examination Board 
of the Middle States and Maryland. 

2 The whole subject of quantitative experiments is admirably treated 
by Dr. Newell in SCHOOL SCIENCE (see References). 


INSTRUCTION IN THE LABORATORY 115 


limits, should fail to point to a law expressed in mathematically 
exact terms. 

It is instructive to notice that most of the laws of chemistry 
were accepted long before they were confirmed by work show- 
ing any degree of exactness. Black (Experiments upon Mag- 
nesia Alba,’ 1782), for example, converted 120 grains of chalk 
into quicklime and from this recovered 118 grains of the original 
material, showing an error of 1.6 per cent. Lavoisier decom- 
posed mercuric oxide and ascertained the weight of the mer- 
cury and oxygen formed. ‘The error appears to have been 
about one per cent, yet these results were held to furnish 
support to the law of conservation of mass. Proust ultimately 
triumphed in his controversy with Berthollet, although his own 
measurements of definite proportions showed errors varying 
from .5 to 5.5 per cent. The law of equivalent proportions 
was supported by Dalton by data which, in the light of modern 
work, are seen to be affected by inaccuracies sometimes amount- 
ing to 15 per cent. Dalton (ew Chemical Philosophy, 318) 
quoted, in support of the law of multiple proportions, values 
for the ratios of nitrogen to oxygen in two oxides of nitrogen 
which show an error of 8 per cent. 

The ideal of quantitative work for beginners is 1 per cent 
accuracy. ‘That this may easily be attained with suitable ex- 
periments, may be seen from the actual results of pupils’ work 
in many schools where they are used.? 

b. Eguipment for Quantitative Experiments : — No elaborate 
equipment is needed for these experiments. Usually the same 
pieces of apparatus which are used in ordinary work will serve 
for them. The few special articles required may each be 
employed in several if not all of the experiments. A sufficient 


1 Alembic Club Reprints, No. 1. Edinburgh, W. F. Clay. Chicago, 
The University of Chicago Press. P. 29. 

2 This subject is discussed in detail by Vaughan Cornish. Practical 
Proofs of Chemical Laws, 15, 26, 43, 68, 79. 

8 Sample results are given by Newell in ScHoot ScIENCE, I. 16, 
and on his Zzachers’ Supplement, 13, 14, 17, etc., and by Benton, SCHOOL 
SCIENCE, I. 148. 


116 INSTRUCTION IN THE LABORA Ck 


equipment for a large class does not imply that each mem- 
ber should be furnished with a complete outfit, since all need 
not do the same or any quantitative experiment at the same 
time. 

The chief item is the balance. Using an expensive instru- 
ment, however, is not only unnecessary, but wasteful. A bal- 
ance with case, such as Becker No. 31, costing 
$15, and sensitive to one centigram, will serve all 
purposes. A set of weights (so gr. — 1 cgm.), costing in a 
box $1.50, will also be needed. Newell (Zxperimental Chemts- 
try, 347) describes a mode of enclosing common horn-pan 
scales, costing originally $1.25 to $2.25, which makes them 
applicable in this work, and other teachers confirm this 
statement. 

One source of trouble lies in the rusting of the balance. This 
is reduced to a minimum in a form of the instrument which 
is manufactured entirely of aluminium and glass,’ and is rec- . 
ommended and figured by Benton (ScHooL ScrEnceg, I. 
148). Another source of annoyance is the continual loss of 
the smaller weights. ‘This becomes impossible with the use of 
the Chaslyn balance,’ figured on the back of the same number 
of SCHOOL SCIENCE (May rst, tg01), in which rings which can- 
not be removed from the apparatus take the place of weights. 
I have found this balance very satisfactory. 

The only other more or less special pieces of apparatus re- 
quired are burettes (graduated, and holding 50 c.c.), porcelain | 
crucibles (No. 0), porcelain boats, large bottles 
(one litre bottles, or five-pint mineral-water bottles), 
a barometer, and thermometers. Rubber stoppers 
save the loss of much time, and indeed are in the end cheaper 
than corks. Platinum ware is never needed, but clean crucible 
tongs will be found useful. 


The Balance. 


Other 
Apparatus. 


1 Made by The Crowell Apparatus Co., Indianapolis. 

2 Made by The Chicago Laboratory Supply and Scale Co. Another 
form, “the triple beam balance,” sensitive to 8 mgm., is made by the 
Apfel-Murdock Co. (82 Lake St., Chicago). A similar instrument is 
sold by Richards & Co. also. 


UNSTRUCITON ([N THE LABORATORY Er? 


c. Suitable Quantitative Experiments: —So many of these 
have been employed in recent text-books and laboratory manuals 
that detailed description is unnecessary. We may gyantitative 
refer to a few which have been tried and found FXperiments. 
trustworthy. ‘They are arranged according to the subjects in 
connection with which they are used. 

Definite Proportions -— Actionof hydrochloric acid on varying 
quantities of ammonium hydroxide or sodium carbonate (A. 
Smith,’ ro). 

Combining ‘Weights : — By direct union of copper and oxygen, 
or direct formation of cuprous sulphide (Tilden, 15). In- 
directly by action of nitric acid on copper, zinc, iron, tin, or mag- 
nesium, and ignition leaving the oxide (Tilden, 14; A. Smith, 
16). Indirectly by union of iodine and magnesium and _for- 
mation of the oxide by ignition of the iodide (Young, 34). 
By decomposition, mercuric oxide (Newth,® 105), silver 
oxide (Ramsay,* 97). The composition of water is some- 
what difficult to measure on account of the small weight of the 
hydrogen (Newell,® 97; Tilden, 34; Perkin & Lean, 286). 

Hydrogen Equivalents : — By measuring the volume of hydro- 
gen displaced by zinc, magnesium, aluminium, sodium, etc. 
Ghemsen, 47; A. Smith, 17 ; Perkin & Lean, 204; Torrey,' 
147). By measuring the weight of the hydrogen lost (Perkin & 
Lean, 206 ; Reynolds,* 23). 

Inter-E-quivalents of Metals: — Zinc and copper (Cornish, 
gt), zinc and silver (Newth, 140), magnesium and silver 


1 The names in parenthesis in this section refer to books listed in the 
Bibliography or described already in other connections. 

2 A.V. E. Young. Zlementary Principles of Chemistry. Part II. 

3 Newth. Llementary Inorganic Chemistry. 

4 Ramsay. Lxperimental Proofs of Chemical Theory. 

® Lyman C. Newell. Lxperimental Chemistry. 

§ Remsen & Randall. Chemical Experiments. New York, Henry 
Holt & Co. 1895. 

7 James Torrey. Studies in Chemistry. 

8 J. E. Reynolds. Zxperimental Chemistry. Part I. London and 
New York, Longmans, Green & Co. 1897 (7th ed.). 


118 INSTROCTION INE THE LABORA TORE. 


(Reynolds, 17), iron and copper, magnesium and silver (Per- 
kin & Lean, 302 and 305). 

| Multiple Proportions :— Reduction of cupric and cuprous 
oxides (A. Smith, 19). Reduction of nitrous and nitric oxides 
and collection of the nitrogen (Ramsay, 82-86). The reduc- 
tion of lead monoxide and dioxide will be found suitable if the 
pure substances can be obtained. Note that the former takes 
up carbon dioxide from the air. ‘The monoxide is difficult to 
reduce. 

Solubility of Salts: —Measurement at different temperatures 
(Richardson, 9). 

Raoult’s Laws : — Depression of freezing point and elevation 
of boiling point of solutions (Young, Part II., 54-57). 

Gas Density : — Several excellent methods are described by 
Professor Ramsay (/ézd., 26, 34, 39, 45). These have been 
borrowed freely, and many of them will be found in the other 
books we have quoted. Another method, that of Regnault 
(Perkin & Lean, 234), gives good results. : 

Volumetric : —'This takes the form usually of titration of solu- 
tions of acids and bases. Volumetric experiments with gases, 
illustrating Gay Lussac’s law, we owe chiefly to Hofmann. 
These are concerned with the volumetric composition of steam, 
ammonia, and hydrogen chloride; they are described in many 
works. ‘The combination of oxygen and nitric oxide (Tilden, 
252; Young, 40), the volumetric composition of nitric oxide 
(Tilden, 251) of ammonia (Ramsay, 59), and of the air (Cooley,? 
61) will be found useful. 

Special : — A very instructive experiment, in which a weighed 
amount of silver foil is converted first into the nitrate, then into 
the oxide, and finally back to silver, is used by Benton 
(ScHooL Science, I., 157). It has the advantage of enabling 
the pupil to check his result, since the silver is weighed at the 


1 Other instructive illustrations are given by Young (Zézd., Part IL., 
30), W. R. Smith (SCHOOL SCIENCE, I., 87), A. Smith. 18. 

2 Le Roy C. Cooley. Laboratory Studies in Elementary Chemistry. 
New York, American Book Co. 1894. 


TINSTROCTION ANI THE LALZORATORY 119g 


beginning and end. The reduction of silver nitrate by hydro- 
gen (Cornish, 34), measurement of water in hydrates (‘water 
of crystallization,’ A. Smith, 26), and the proportion of the 
carbon dioxide in a carbonate (Newth, 228; Newell, 215) 
will also be found applicable. ‘The determination of the com- 
position of zinc chloride (Torrey, 140), when taken in con- 
nection with the measurement of the hydrogen equivalent of 
zinc, permits a complete investigation of the action of zinc on 
hydrochloric acid to be made. 

d. The Application of Quantitative Experiments : — There is 
one danger to which the use of exact measurement is liable, 
and that is, that the pupil may be misled into thinking that the 
operation of measurement is an end in itself- The scientific 
mechanic who cannot see beyond the cross wires of a telescope 
is not the person we are trying to train. Measurement is a tool 
and should be used, aside from a preliminary exercise or so, 
only in the solution of some definite problem. As Professor 
Perkin’ says, ‘measurements should, in fact, be made only in 
reference to some actual problem which appears to be really 
worth solving, not in the accumulation of aimless details.” It 
is in this respect that these experiments resemble investigation 
rather than quantitative analysis. 

The time at which the first quantitative experiment may be 
given naturally depends upon many things, particularly the pre- 
vious experience of the pupil. Some practice in time of Intro- 
ordinary chemical work will be needed by way of duction. 
preparation. The experiments should be used, however, not later 
than the laws which they illustrate, and measurements of com- 
bining weights must certainly be introduced before equations 
are used. To leave them to the end of the course is practically 
to postpone them until they become superfluous. Their early 
introduction is particularly desirable, in order that the pupil, in 
spite of the laws he may have learned, may not acquire from 


1 Vice-Presidential address already mentioned. See on this point 
Picton, Zhe Great Shibboleth (SCHOOL WORLD, October and November, 
1899), and also Lean (/dzd., II. (1900), 78). 


120 INSTRUCTION INCI AE LABORALORY, 


his practical experience the impression that chemical propor- 
tions are after all purely matters of chance. ‘The teacher can 
only find out by trial the earliest point at which, with his par- 
ticular class, they may be introduced. 

When obviously inexact results are presented, they should 
never be dismissed abruptly and with contempt. Sometimes a 
Treatment of discussion of these very results, and how he got 
Poor Results. them, with the pupil, will teach more than if 
they had turned out well, and had been accepted without criti- 
cism. ‘The fact must be continually impressed on the mind of 
the pupil that it is the conscientious performance of the experi- 
ment that is wanted, and not a certain result. If the reverse 
impression is given, the pupil may resort to ‘cooking’ his 
figures, and the exercise may do harm instead of good. ‘The 
teacher should always ascertain for himself, by trial with the 
same apparatus, the limits within which results may be accepted 
as representing good work, | 

In all cases the pupil should be warned not to throw away 
the product, in case the result seems to be bad, until he has sub- 
mitted it to the teacher. Sometimes the result may be corrected, 
and repetition of the experiment be avoided, as when through 
misunderstanding the pupil gets a result, correct, but different 
from that which he had expected; when the product has been 
insufficiently dried ; or when some arithmetical error has been 
made in the calculation. Pupils rarely feel any reluctance to 
repeat experiments of this kind, a fact which in itself testifies 
strongly to the interest they feel in them. 

e. Benefits and Objections: — The general benefits which 
these experiments confer scarcely need enumeration. They 
teach the necessity for care, exactness, patience, 
and cleanliness, by themselves demonstrating too 
often the effects of lack of application of these elementary 
virtues. They give the pupil a confidence in the exactness of 
the experimental basis on which the science rests, and a respect 
for exact experimental work, which he could not otherwise at- 
tain. They take time, but their very slowness is in some ways 


Benefits. 


UMoOreUCTION IN THETELABORATORY rt 


an advantage. The laboratory should be a place for thinking 
as well as for seeing. I have found that questions often suggest 
themselves to the minds of the pupil during the leisure which 
some stages of these experiments permit, the effort to answer 
which teaches them much they might not have otherwise 
learned. ‘The arithmetical problems arising out of these ex- 
periments, founded as they are on their own data, are worked 
by the pupils with an amount of interest, not to say eagerness, 
which artificially made problems can never inspire. 

Some of the objections’ which have been urged against their 
use have already been noticed incidentally. The statement 
that high school pupils lack skill to carry out 
these experiments is either a commentary om the 
selection which the teacher has made, or a piece of rather ob- 
scure humour. It is in the effort to gain skill which they call 
forth that part of their value lies. The argument that in colleges 
quantitative analysis usually does not appear until the third year, 


Objections. 


and that quantitative experiments are not given in general chem- 
istry, may be a criticism of college teaching, but it is not an 
argument against the use of these experiments. Finally, the 
suggestion that historically chemistry was qualitative before it 
was quantitative, and that the historical order should be fol- 
lowed, seems to misapply an important principle. The history 
of modern chemistry begins with Priestley, Lavoisier, and Cav- 
endish, but it was the quantitative part of their work which 
alone really deserved the designation fundamental. It is diff- 
cult to see why a pupil should be dragged through a fog- 
bank of alchemy and empiricism simply because the rest of 
the world lost its way and wandered in such a fog for hundreds 
of years. 


1 An extended treatment of a long list of objections, including all that 
have been urged with the exception of two, is given by R. P. Williams, 
New England Society of Chemistry Teachers, Report of the fifth Meeting, 
3-6. Some of the arguments in their favour are well put by Young, 
Suggestions to Teachers, designed to accompany his Hlementary Principles 
of Chemistry, 2-4. 


2 INSTRUCTION IN THE “LABORATOIRA, 


VII. The RGle of the Teacher in the Laboratory. 


- One of the most serious faults of much chemistry teaching is 
that the pupils are allowed to work by themselves in the labo- 

ratory in the absence of the teacher. None of the 
jemerars benefits we have enumerated above, or of the re- 
in the sults anticipated from the methods of laboratory 
Laboratory. instruction just described, can possibly be realized 
in the smallest degree when this course is pursued. The pupils 
cannot be expected to teach themselves chemistry any more 
than they could give themselves instruction of the slightest 
value in Latin or mathematics under the same circumstances. 
The Latin room cannot teach Latin, and the chemical labora- 
tory is not more fit than any other apartment to take the place 
of the instructor. The natural result of neglect of continuous 
and strenuous supervision is that the pupils think that the per- 
formance of prescribed mechanical operations constitutes a study 
of chemistry. This tendency of all laboratory work is exceed- 
ingly difficult to combat, and continual questioning by the 
teacher can alone keep the work on the level of an intellectual 
exercise. No laboratory outline, however carefully prepared, 
can take the place of the living teacher. His questions are 
directed to the particular features of the particular way of doing 
each experiment and to the particular misconceptions or short- 
comings of each pupil. No two cases are ever precisely alike, 
and therefore no printed questions can ever meet the difficulty. 
The disastrous blunder of permitting or encouraging unsuper- 
vised work seems to be commoner in colleges than in secondary 
schools. But, until it is recognised and remedied, we can 
never secure either culture or a knowledge of chemistry, either 
for the ordinary student or the prospective specialist, merely by 
including of the science in our curricula. 

Chemical manipulation is an art. It cannot be acquired 
without models to copy and trenchant criticism as the work 
proceeds. The latter must be applied the moment occasion for 
it arises, or hours may be wasted in trifling with unimportant 


INSTRUCTION IN THE LABORATORY 123 


features of an experiment, or in using an imperfect or inade- 
quate piece of apparatus. Supervision of the technique is as 
necessary in chemistry as in drawing or shopwork. Teaching 
Some pupils seem naturally to possess the ‘knack’ Technique. 
of working neatly and successfully with little assistance, but 
these are very few in number. The great majority are utterly 
incapable of giving concrete expression to the directions with- 
out frequent suggestions and warnings. 

At the beginning, one teacher cannot handle successfully 

more than fifteen students. The more the number assigned 
to him exceeds this, the less thorough the instruc- a 
tion and the Jonger the time taken in reaching the Instructors 
same degree of proficiency must be. When once * Pupils. 
a good start has been made, equally efficient work may be done 
with a larger proportion of pupils to each instructor. If a 
sufficient force of instructors is not available, the work can be 
simplified and more time can be taken in covering the same 
ground. 


VIII. The Note-book. 
REFERENCES. 


Arey, A.L. A Paper on the Management of Laboratory Classes in 
Chemistry, and the discussion following its reading. Albany, N. Y., The 
University of the State of New York. High School Bulletin No. 7 (1900), 
678-684. This covers almost all phases of the subject. 

Cooke, J. P. Laboratory Practice. Pp. 6-8. 


Keeping a note-book is a valuable aid in laboratory study- 
_ The notes should be provided with prominent headings indicat- 
ing the part of the subject which is being studied 
and the object of each experiment. Following this 
should appear a statement of what was done, including the mate- 
rials used, a description of the apparatus (with a sketch, if it seems 
called for), and the procedure adopted. When all this is de- 
tailed in the laboratory directions, however, it does not seem 
necessary that it should be repeated, unless perhaps in an ab- 
breviated form. Next, the observations which have been made 


Content. 


Veo INSTROCLION WIE ARCA T 


should be stated, then the inferences drawn from these, and in 
most cases the chemical equations representing the changes 
should be given. 

Care should be taken in regard to the form in which the 
notes are presented, but the lavishing of too much time upon 
the unnecessary copying and _ beautifying should be 
discouraged. ‘The use of concise yet clear English 
should be imperatively demanded. But a too formal division 
of the notes into columns containing “ requirements, conditions, 
observations, conclusions,” is not sufficiently elastic, represses 
the individuality of the student, cultivates a-mechanical view of 
the subject, and should be avoided. 

The majority of teachers favour the writing up of the notes in 
final form in the laboratory rather than at home. This is un- 
doubtedly the better method. Inasmuch as attainment of the 
best form cannot be reached in this way at once, it is well to use 
the even folios of the book for memoranda and ¢iphering, and 
to write the notes in more formal fashion on the odd folios 
opposite, and to do this immediately after the experiment has 
been performed. 

It is indispensable to the success of the system that the note- 
book should be examined periodically by the teacher, and all 
Examination Dlunders in English, errors in observation and mis- 
of Note-books takes in chemistry marked distinctly. The correc- 
Oy lan rons themselves, however, should by no means be 
made bythe teacher. In discovering the truth and making the 
necessary change himself, the attention of the pupil is called to 
the matter much more forcibly. ‘The note-book should be ex- 
amined immediately after the first exercises, in order that by 
criticism and suggestion the best way of making the notes may 
be most quickly communicated. Later they should be examined 
at regular intervals. Some teachers require that the note-books 
be left in the laboratory at all times, and provide a shelf near 
the door on which they may be filed as the pupils pass out. 
‘They are thus available for examination during any moments of 
leisure which the teacher may find. 


Form. 


INSTRU CLION AN ELHE (LABORATORY © '¥25 


The reading of note-books when the class is large is the most 
laborious and least attractive task of the teacher. Indeed, in 
many cases, systematic examination of all the books by one per- 
son is impossible without assistance. Sometimes a classroom 
hour may be devoted to the reading of notes by some of the 
pupils and criticism by the other members of the class. Often 
former pupils may be induced to take a share in the work. In 
Normal Schools, in fact, the students will receive distinct benefit 
from an opportunity to assist, to some small extent, in the in- 
struction by examining note-books and taking part in the super- 
vision of the laboratory work. 

The extreme value of keeping a note-book in a suitable style 
cannot be doubted. It impresses the facts ten times more 
strongly on the memory than would be the case wayne of the 
without its use. It gives practice in accurate and Note-book. 
clear expression. As an incident to the writing, the pupil usu- 
ally finds his thoughts on the subject were not so perfectly 
organized as he had supposed. In framing written answers to 
the interrogation points and questions in the directions, he is 
stimulated to group the facts in new ways, and is assisted in 
studying the subject by the discovery of gaps in his thought and 
in his observation which otherwise would have passed unnoticed. 
If the note-making is to be perfunctory, it had better not be 
attempted at all, for, instead of yielding the benefits we have 
mentioned, it will simply waste the time of both pupil and 
teacher. 


IX. Emergencies. 
ee Sn po eee” ~ 


Guarding the pupils from injury by specific laboratory direc- 
tions,’ due and pointed warning, and continuous oversight is one 
of the most serious responsibilities of the teacher of panger from 
chemistry. When, in spite of this, slight accidents juries. 
occur, as they frequently do, he must be prepared to treat the 


1 As prevention is better than cure, the pupils should be positively 
forbidden to make any experiments of their own devising without first 
consulting the teacher. 


126 INSTRUCTION IN THE LABORATORY 


injury properly. Aside from damage to the eyes, burns are the 
most serious injuries with which he is called upon to deal. They 
are to be regarded very seriously, because, through the destruc- 
tion of the protective power of the skin, infection will almost 
always occur unless the burn is very small indeed. This will be 
followed by suppuration, and the resulting wound will leave an 
exceedingly ugly scar. In such cases, therefore, careful disin- 
fection should never be omitted. 

Burns through contact with hot bodies, or from burning liquids 
like alcohol, should be treated first with an emulsion of linseed 
oil and lime water. Burns produced by corrosive 
liquids like bromine, sulphuric acid, and nitric acid 
should be washed with water, and then the part should be 
rubbed gently with a paste made of sodium bicarbonate and a 
little water (the normal carbonate is alkaline and, having an 
irritating effect, should not be used). In all these cases, to pre- 
vent infection, carbolated vaseline or powdered boracic acid ~ 
should be applied liberally to every part of the surface burned, 
and a bandage should then be wound around the whole. A 
“wet dressing”’ is often used. Saturated boracic acid solution, 
(1 : 20) diluted with an equal volume of water, is employed. 
The piece of lint, large enough to extend some distance beyond 
the burn in every direction, is soaked with this solution, and cov- 
ered with a sheet of oiled silk or “ protective”’ to restrain evap- 
oration. Burns caused by phosphorus are the most difficult to 
heal. They should be first cleansed by washing with a brush 
dipped in water containing a little carbolic acid. If necessary 
carbon disulphide may be applied. ‘The best results seem to be 
obtained when the wound is then powdered over with picric 
acid and wrapped in a wet bandage. When the injury includes 
the contact of acid with the eyes, washing with water and a solu- 
tion of sodium bicarbonate projected from a wash bottle should 
be applied, and the victim of the accident sent at once to a com- 
petent physician. 

Cuts should be washed out with water, and, after certainty has 
been reached that any glass they may contain has been removed, 


Burns. 


UNSTROGCTTION AV THE LABORATORY 127 


they should be covered with court-plaster. A solution of ‘iron 
persulphate,’ or, in an emergency, ferric chloride will arrest 
bleeding. If the cut is otherwise than small, a dis- 
infectant will be required. A dry mixture of sali- 
cylic acid, one part, and boracic acid, two parts, applied liberally 
and held in place by a bandage, is a suitable dressing. In case 
of faintness, inhalation of ammonium hydroxide, or administra- 
tion of five drops of ammonium hydroxide in a little water will 
usually be effective. The irritation caused by inhaling acid 
fumes will be relieved by inhalation of ammonia, and that from 
chlorine and bromine by the inhalation of vapour of alcohol. 

Fires caused by burning liquids like carbon disulphide are not 
affected by water, and should be put out by. liberal use of 
sand. Burning clothing can be extinguished best 
by means of a wet towel. 

The various materials mentioned above, along with a pair of 
scissors, should be kept on hand in some special cupboard, in a 
conveniently accessible position, and they should never be used 
for any other purpose than that for which they are intended. 


Cuts. 


res. 


CHAPTER V 


INSTRUCTION IN THE CLASSROOM 


In order that the purposes which we have so far explicitly 
discussed, or implicitly assumed, may be realized, several dis- 
tinct means of instruction are at the disposal of the teacher 
and should all be used. Of these the individual laboratory ex- 
perience of the pupils is the most important. The utilization 
of this experience, however, will never occur spontaneously. 
The results will remain largely incoherent and meaningless 
without discussions, — ‘ quizzes’ — in which they are infused 
with life, experimental demonstrations in which they are am- 
plified, problem-working in which they are made more definite 
and are driven home, and book study and reference work in 
which they are brought into relation with the rest of the 
science. 

a. Oral and Written Quizzes:— The oral quiz naturally 
follows the laboratory work and deals mainly with this, because 
it is the noting of the significant facts and their 


The Services ‘ ’ 3 ; 
Rendered by translation into chemical knowledge which gives 
yoga most difficulty to the beginner. It will draw out 


much that was unheeded at the time, but remains accessible to 
careful questioning, and so will prepare the way for more adequate 
observation in the future. It will also relate this work to the 
statements of the book and keep the two from remaining two 
different things, as they have a tendency to do. Through 
criticism of loose expressions, by the teacher and by other 
members of the class, it will bring out lack of clearness of 
thought and at the same time teach discrimination in the use 
of language. 

Aside from these, there are assigned to it three services 
which would remain entirely unrendered if the quiz did not 


IVNSTROCTION TN THE CLASSROOM 129 


undertake them. One is that_of developing the generalizations 


of the science from the facts, of which those observed in the 
laboratory are samples. Thus the pupil may have treated zinc 
with half-a-dozen acids, yet will almost never even speculate on 
the probable generalization unaided. ‘The second service is in 


practising the application of the generalizations to c ical 
uestions and, when possible, to those of every day-life. Gen- 


eralizations are the tools of thought, and unless they are put to 
some use the labour involved in their manufacture will have 
been largely wasted. The third service is in exercise of the 
scientific imagination, without which attainment of even the 
slightest degree of chemical intelligence is impossible. This 
furnishes one form of the so-called ‘ explanations’ (ff p. 147) 
which, when legitimately used, are so helpful. 

To sum up, the object of the quiz is to lead the pupil to gain 
the scientific habit of mind by practice in the scientific treat- 

Of these features of the quiz, only the two last seem to 
demand special discussion. 

When a generalization has been stated it will find immediate 
application. ‘ Frequently some little time will have to be de- 
voted to making the application plain. For ex- - |. 

: Service in 
ample, the law of conservation of matter finds snowing Ap- 
illustration in the results of raising the same crop Plication of 

, Conclusions. 
on the same piece of land year after year. If the } 
product is one which is cut and carried off entirely, the constit- 
uents of the soil which are essential parts of the food of the plant 
are effectually removed. Analysis of the soil and of the plant 
show at once what stock of plant food is available, and how long 
it will last... The use of fertilizers and other expedients replaces 
or brings within reach of the plant the phosphates, for example, 
which are indispensable to its growth. If it is the law of de- 
finite proportions which is under discussion, illustrations are 
abundant. In its absence we could not regulate the heating of 
our houses, because with the same draft and supply of oxygen 
the combustion would be more fierce at some times than at 


? 


130 INSTRUCTION IN THE CLASSROOM 


others: we could not make a contract for the supply of iron 
because we could not foretell what amount of coal would be 
required to reduce our ore, and therefore what the .expense 
of producing the metal was likely to be: we could not offer 
photographs at so much a dozen, because the second half of 
the dozen might cost a thousand times as much to print, de- 
velop, or tone as the first. Commercial analysis, by the results 
of which values were to be determined, would be made utterly 
in vain. In fact, the conduct of all industries depending on — 
chemistry would be impossible as business enterprises. Even 
life itself would cease, since its continuance depends on the 
assumption that approximately constant quantities of food will 
give approximately constant results in the way of nourishment. 
A little thought will show that similar illustrations of almost all 
the generalizations of chemistry may be found. Visits to fac- 
tories will usually furnish many opportunities for pointing out 
applications of facts noted in the classroom.’ 

By inference is meant a rigidly logical process in which no 
steps are omitted and no gratuitous or surreptitious additions 
Servicein are made to the conclusion to which the data fairly 
Furnishing lead. For example, when hydrogen chloride is 
Ho panaton: formed by the action of sulphuric acid on salt, we 
infer that under the circumstances the hydrogen of the acid 
could unite with the chlorine and the sodium with the sulpha- 
nion (SO,) ; that is, that affinity between these materials exists. 
We may zo¢ infer that this affinity was much greater than that 
which held the original compounds together, nor that sulphuric 
acid is more active (‘stronger’) than hydrochloric acid.2_ Nor 
may we infer that a tendency to the formation of gases accounts 
for the action. ‘Accounting for’ and ‘explaining’ chemical 
changes is a risky proceeding. It is usually beyond the be- 
ginner. In this illustration, a knowledge of mass action is 
needed for the purpose. Supposing causes should never be 


1 This subject is discussed farther in par. e, p. 138. 
2 Asa matter of fact, both these conclusions would be completely 
erroneous. 


INSTRUCTION IN THE CLASSROOM 131 


indulged in. Explanations are very satisfying, but we must 
be careful to avoid incorrect ones as they are much worse than 
none. An illustration of the use of the imagination will help to 
show how far the attempt may safely go. 

The imagination (cf p. 11) must be applied to everything in 
chemistry. For example, why is the generation of chlorine such 
a leisurely process? It is not for lack of affinity 

; : pee Service in 
that the interaction of the manganese dioxide and gipjoyment 
hydrochloric acid refuses to be hurried even bya blast- of the Imag- 
lamp! Toanswer the question, we have to imagine ape ris 
the whole affair in detail. The molecules of the substances must 
meet to act. The acid is in solution, and from six to twelve 
molecules of water encounter a lump of dioxide for every one 
of acid that reaches the goal. After the one acts, another has 
to come up by diffusion, a slow process. Again, the dioxide is 
insoluble and does not go to meet the acid. How great is the 
contrast between the action of hydrochloric acid on similar 
pieces of marble and of sodium carbonate on this. account. 
The molecules of dioxide have to be sought, and only the surface 
ones, the merest infinitesimally small fraction of the whole, are 
within reach. Contrast this with the rapid action in the ‘ Seidlitz’ 
powder,’ where both bodies are dissolved. Then the manganous 
chloride formed has to diffuse away toexpose anewsurface. And, 
when we try heating, we cannot raise the temperature much, 
because aqueous hydrochloric acid boils at 110° or lower. 
Contrast this with our custom of raising the temperature to a 
red heat in making oxygen. Here, to avoid distilling over 
some of the acid, and so wasting it and rendering the chlorine 
impure at the same time, we may not go even as high as 100° 
It will be noted that we are not accounting for the chemical 
action, or supposing causes for it. We are simply considering 
the details and trying to explain how the conditions affect the 
change. The tremendous réle which the imagination plays in 
this hardly needs to be pointed out. 

“ Imagination is thought by means of images” (Wundt). It 
gives new form or grouping to the relations of the contents of 


132 INSTRUCTION IN THE CLASSROOM 


the memory and the percepts of the senses. In the above illus- 
. tration it uses the pictorial imagery of the molecular theory, a 
multitude of facts, and some ideas about molecular forces for 
the production of a rationalized kinetoscope picture of the 
whole proceeding. 

The quiz will fitly occupy a large portion of the whole time 
near the beginning, when all is new, and again during the last 
half of the course. As the subject advances, earlier matters, 
already partly forgotten, receive fresh light from and reflect val- 
uable light upon each successive topic. 

Some of the objects of the quiz enumerated above will be 
especially well served by occasional written exercises or informal 


written examinations. ‘These are particularly valuable inas- 
Exercises. much as they give the pupils practice in making 
connected statements, such as accounts of the properties of 


substances and extended discussions of chemical questions, 
and so train them in the chemist’s way of classifying his 
facts and expressing his conclusions. They also furnish oc- 
casion for that continual reviewing which is so indispensable. 

The nature of the questions asked in a written exercise shows 
more clearly than any other one thing the kind of instruction 
they are testing. Questions such as: What are the colours of 
the precipitates when such and such substances are mixed? or, 
Give the graphic, semi-graphic, and empirical formule of the 
following substances, — are tests of memory and show serious 
misdirection of the pupils’ energy. The questions should test 
the powers of reasoning, discrimination, and co-ordination, as 
well as the knowledge of the pupil. They should be con- 
structed so as to demand reference to laboratory experience 
for correct answer. 

For example, if we ask what the action of hydrochloric acid 
on quick-lime is, the answer may be given by rote. If we ask, 
How would you show the presence of oxygen in quick-lime? 
the pupil’s thought, disciplined by laboratory experience, alone 
can furnish the reply. The answer, “I don’t know,” or “I 
don’t remember,” which we often receive, is a pointed com- 


INSTRUCTION IN THE CLASSROOM 133 


mentary on the habit of mind our educational methods seem 
to engender. The question invited the pupil to think, and this 
was so unusual that he did not even recognise the fact. 

The Committee of Ten. recommended that examinations 
should be practical as well as oral or written. They referred 
to college admission examinations, but the idea is practical 
equally applicable to any test of acquirement what- E*aminations. 
ever its purpose.* 

b. Experimental Demonstrations: — Some teachers prefer 
this work to precede, others to succeed _ the laboratory exercise 
on the same topic. In the latter case the desire is to let the 
pupil examine the subject first entirely by his own efforts. This 
is, doubtless, as a general rule, the best plan. ~ But, while the 
pupil is still ignorant of the handling of apparatus and the kind 
of phenomena to be expected, it must involve slow progress and 
much supervision. After some experience has been gained, it 
is undoubtedly more instructive as well as more interesting than 
the other arrangement. 

The first of the uses of the demonstration is, in connection 
with the earlier exercises, to show simple experiments, to point 
out the matters of observation and to indicate the yu. of the 
inferences to be drawn. ‘These in fact will be Demonstra- 
model laboratory studies, showing something of aa 
the nature and use of the apparatus, and intended to save 
the pupil much needless bungling in his first efforts. ‘The 
experiments need not be the same as those performed in the 
laboratory. Yet even if they are, the whole affair seems so 


1 Perkin and Lean give a large number of simple problems (zéd., 
324-326) to be solved by practical work in the laboratory, which, even 
if they are not used for examination purposes, will nevertheless afford 
hints that may be utilized in other ways. The recent examination 
papers of the University of the State of New York will assist in show- 
ing what are deemed the most important things in the science. Ellis’ 
Papers in Inorganic Chemistry (London, Rivingtons; New York, Long- 
mans), containing eight hundred questions and problems, with numer- 
ical answers to the latter, and a volume of Questions on Chemistry, by 
Jones (Macmillan), may be found useful. Sets of questions in chemistry 
are published every month in the ScHooL WorLD (London). 


134. INSTRUCTION IN THE CLASSROOM 


different in one’s own hands from what it appears with an 
expert at the helm that more than enough remains to be learned 
to repay the repetition. ‘There will be so many physical con- 
siderations of a strange kind connected with the apparatus and 
the chemical substances, that these alone, quite apart from the 
chemical facts, make the first laboratory exercises sufficiently 
hard in spite of the utmost assistance the teacher can give. 
Experiments requiring special skill will usually be shown by 
the teacher. To put these in the hands of beginners would be 
to invite failure and discouragement. Of this nature are the 
experiments of Hofmann’ on the law of volumes. 
Experience is nowhere more needed than in this work.? Yet, 
whatever his experience, the teacher should never show an ex- 
Never show _Periment he has not tried with precisely the same 
Untried Ex- apparatus and materials he intends to employ. 
periments. Different lots of the same substance are not al- 
ways identical, and even a lot previously used will deteriorate 
and cease to be trustworthy. Care in these matters is usually 
learned only after several humiliating experiences. ‘The teacher 
will also find it difficult at first to see the experiment as his 
pupils view it, to put himself back in their place and omit noth- 
ing essential in making clear the construction of the apparatus 
and its working, to draw attention to every feature in the pro- 
gress of the whole operation, and finally to wring from it the 
lessons it teaches to the last drop. In all this, the interest of the 


1 See Smith, Laboratory Outline of General Chemistry, pp. iii-iv. It 
is a great pity that the English edition of Hofmann’s delightful Ztroduc- 
tion to Modern Chemistry (London, 1865) is out of print and difficult to 
procure. It contains the best models of experimental iectures, both as 
regards presentation and illustration, extant. The German translation 
(Linleitung in die moderne Chemie, Braunschweig, Vieweg, 1877) has 
reached its 6th edition. 

2 See Newth’s Chemical Lecture Experiments (Longmans, Green & 
Co., London and New York, 1899). Also Benedict’s Chemical Lecture 
Experiments (Macmillan, London and New York, Igor). These works 
will be found indispensable, even to the practised experimenter. 

With few exceptions, the apparatus used in demonstrations should be 
the same as that used by the pupils in similar laboratory experiments. 


INSTRUCTION IN THE CLASSROOM 135 


class, which never flags when anything is going on, may be 
utilized and directed so that, in response to questions put by 
the instructor and by themselves, most of the points just men- 
tioned are covered. 

The preparation of experiments consumes much time and 
requires some ingenuity. Keeping the demonstrations up to the 
highest standard that the equipment of the school eee 
permits demands heroic effort, and often some Time of the 
self-sacrifice on the part of a busy teacher. School care 
authorities have for the most part still to learn that a teacher of 
science cannot carry as many hours of classroom appointments 
with efficiency as teachers of most other subjects. As Dr, 
Newell says,’ he “ needs time to arrange the workshop of his 
class; time to consult with individual pupils; time to repair, 
clean, arrange, and replace apparatus; time to clean up what 
pupils and janitors will not do ; time to mix solutions, put them 
in properly labelled bottles, and the bottles in the customary 
place ; time to correct laboratory notes and see that the pupils 
understand the corrections; time to arrange lecture experi- 
ments and remove the unsightly results before the room is 
again used; time to visit with classes the neighbouring shops 
_and manufactories which illustrate the industrial phases of chem- 
istry ; time to read current scientific literature; time to vest 
physically and mentally, so that he may come daily to his 
classes with that mental poise which is essential to successful 
teaching.” Reasonable time within school hours for most of 
these tasks is as necessary for good teaching of chemistry as 
the materials and laboratory themselves. 

c. Stoichiometric Problems :—The working of problems in 
considerable numbers by individual pupils seems to be an ex- 
ercise too often neglected. This is acknowledged 
to be a valuable aid in enforcing the quantitative 
character of every chemical change, and in holding the pupil’s 
attention on, and making him familiar with combining weights 
and their use. More difficult problems, concerned with the 


Problems. 


1 SCHOOL REVIEW, IX. (1901), 288. 


136 INSTRUCTION IN THE CLASSROOM 


calculation of molecular and atomic weights, and other allied 
subjects using the laws of gases, form the readiest means of 
clinching what may otherwise remain a mass of loose and 
ephemeral ideas. Sample cases should be worked in the 
classroom. After the pupil’s exercises have been corrected, 
it will be found advisable to discuss them with the class.? 

d. Use of the Text-Book :— Some teachers prefer to use no 
regular book, and instead refer their pupils to certain passages 
in works contained in the school library. Their pupils, how- 
ever, generally Jack fulness in knowledge of the subject. To 
throw the pupil on his own resources is an excellent idea, but 
this plan seems to carry it too far. Reading in other books, 
however, is also highly advisable, if there is opportunity for it. 
In any case, turning of the work into humdrum preparation of 
so many pages of printed matter daily is easily avoided. 

It is well to have some familiar source to which the pupil 
may turn for assistance in recalling old matters. There is some 
advantage also in the pupil’s becoming perfectly acquainted 
with the arrangement of one book, which shall employ approxi- 
mately the order followed in the laboratory. This helps him in 
getting a more definite grasp of the relations of the parts of the 
science. 

The chief reason for the use of books, and preferably in the 
main, one book, lies in the fact that there will hardly be a single 
AText-Book Chemical change of which the pupil can make a 
necessary. § complete study, if he is thrown absolutely on his 
own resources. His own work furnishes him with a part only 


1 A graduated series of problems, with answers, is givenin Whiteley’s 
Chemical Calculations (London and New York, Longmans, Green & Co.). 
Waddell’s Arithmetic of Chemistry and Lupton’s Elementary Chemical 
Arithmetic (London and New York, Macmillan) are similar books. 
Many problems will be found also in Newell’s and in Perkin and Lean’s 
books already mentioned, in E. F. Smith and Kellar’s Haperiments in 
General Chemistry (Philadelphia, Blakiston) and in Tilden’s Jtroduction 
to the Study of Chemical Philosophy (London and New York, Longmans, 
Green & Co.). The teacher will find an admirable series of problems 
in physical chemistry in Brauer’s Aufeaben aus der Chemie und der physi- 
kalischen Chemie (Leipzig, Teubner, 1900), 


INSTRUCTION IN THE CLASSROOM 137 


of the information necessary for reaching the chemical con- 
clusion to which his experiment points. If, for example, he 
burns phosphorus in oxygen, he sees a white cloud. He may 
succeed in showing that this is a solid, that the gas is used up, 
and that the solid is the only product. ‘These things are within 
his powers of observation, although the experiment seldom seems 
to be carried even as far as this. But even so, he can only in- 
fer that a solid compound of the two elements has been formed. 
His study of the problem has been suspended before it could 
be clinched, on account of the difficulty in measuring the com- 
position of the product. Even if he could do this, however, 
he would still require to get the combining weights from the 
book. Usually he gets both, in the formula, from this or the 
teacher. I have seen many note-books in which the observa- 
tion of white smoke and the inference that the “ product was 
P, O,” were the sole entries. It is worse than waste of time to 
encourage the pupil to make sham inductions like this from 
ridiculously inadequate data. When he has been told. explicitly 
that his laboratory work is not expected to furnish all the neces- 
sary information, he appreciates the possibility of extending this 
information by more elaborate experiments. If, on the con- 
trary, he is left in doubt on this point, and yet is asked to write 
the equation for every chemical change (7. e. to draw a quan- 
titative conclusion from qualitative data) he will perceive the 
existence of an imposture, even if he cannot point out where it 
lies. 

This is not criticism of an unreal state of affairs. Much 
chemistry teaching is like setting out to invite a man to test a 
stair, and then almost carrying him up bodily. He not only 
learns nothing about the soundness of its construction, but he is 
led to suspect that it was unsound because he was continually 
juggled out of the chance to test it. Our laboratory manuals 
too often give no definite indication of how far induction may 
go, and they seldom draw the line sharply between the knowl- 
edge obtainable from this, and that which must be obtained 
from some other source, if it is to be obtained at all. It seems 


138 INSTRUCTION IN THE CLASSROOM 


to me that, unless the laboratory work is all reduced to pluck- 
ing unopened buds, for mere practice in plucking, the practical 
work and the book must go hand in hand. The laboratory 
work is indispensable. It gives real knowledge of a kind no 
book can furnish. But the book must be employed also unless 
the instruction is to progress with the leisure and resources of 
original discovery (cf. Heuristic Method, p. 105). 

e. Zhe Importance of keeping the Subject in Contact with 
Lvery-day Life:’— There are two dangers into which the 
teacher of chemistry may fall. One is that of so circumscrib- 
ing the view which he gives of the science that it is shut in by 
a high fence which precludes even a glimpse of the world be- 
yond and its chemistry; the other is that of digression into 
various attractive and more or less familiar subjects, which 
may thus be allowed to interfere with the systematic teaching 
of the science. While avoiding the real danger of excessive 
digression, we must at all hazards save the subject from the 
former abuse by the judicious employment of legitimate means 
of illustration and vitalization. 

This procedure is helpful to the instruction in the science 
itself. A strange subject, dealing entirely with foreign material, 
Unfamiliar Can never be interesting to the majority of pupils. 
Materials. §$Their natural craving for a tinge of human interest 
in everything is starved. Surely the study of a subject which 
is as intensely interesting historically and industrially as chem- 
istry is, need never suffer from this limitation. On the other 
hand, we cannot possibly confine ourselves to common ma- 
terials in attempting to teach the science. In speaking of 
oxygen, we immediately encounter barium peroxide, mercuric 
oxide, and potassium chlorate. If we were to attempt to avoid 
strange bodies like these, we should be bound to leave our- 
selves without means of systematically building up and rounding 
out the architecture of the science. We simply cannot summon 
it forth from a mass of information about cooking, agriculture, 
rusting, and photography by any legerdemain. The chemistry 


1 See pp. 68, 74, 129, 138, and 177. 


INSTRUCTION IN- THE CLASSROOM 139 


of many of these things, and the experimental work involved in 
studying it, are too difficult for beginners. But when we speak 
of the three bodies just mentioned, for example, we can refer 
to Brin’s oxygen process, to Priestley and his work, and to 
matches, so as to facilitate the introduction, on a friendly foot- 
ing, of these barbarous materials, and so break down the shy- 
ness and reserve, if not distrust, with which new acquaintances 
will naturally be formed by the beginner. 

An illustration will help still further in showing what is meant. 
Suppose we state that aluminium is made by decomposition of 
the oxide by means of electricity, and that the equa- 
tion is 2Al,O; >4Al+30.. Bald teaching of this 
kind is not uncommon. Sometimes, in a misdirected attempt to 
animate the subject, the operation ‘is explained in terms of the 
atomic theory. ‘This, however, inevitably renders it more in- 
animate than before, and transfers it at once to a ghostly and 
unreal world. How much better to show the materials; to 
describe the plant, its location, and the water power it uses; to 
explain the process with its exciting details from the bath of 
molten cryolite to the blazing block of carbon at which the 
oxgen is liberated. ‘The action of the electricity will be better 
appreciated if electrolysis of a dilute acid, or better still of cupric 
sulphate, is shown. 4// this need not be given, and certainly 
nothing like as much as this in connection with every chemical 
action. But once or twice in every lesson something is needed 
to revive the drooping imagination of the pupil, and give him a 
vivid stereoscopic view of chemistry as it is. Again, when we 
deal with the preparation of nitric acid, the method will be for- 
gotten infallibly if some precautions are not taken. Reiteration 
is not a remedy! Why not contrast it with sulphuric acid, which 
cannot be made from the sulphates, found in great quantities in 
. nature, for easily explained reasons. On the other hand nitric 
acid, although natural nitrates are expensive, cannot be made 
economically from the elements. In connection with its syn- 
thesis we have Cavendish’s work on the investigation of the 
residual gas in air, then, and for long afterwards, supposed to be 


Illustrations. 


140 INSTRUCTION IN THE CLASSROOM 


all nitrogen, and Lord Rayleigh’s recent success in obtaining 
argon by use of Cavendish’s principle (this, by the way, is’ 
an admirable illustration of the effect of removing one factor 
in a reversible action). Finally, the sources of the natural 
nitrates and their production under the influence of bacteria are 
available for lending colour and interest to the subject. It must 
be repeated that giving all of this would take time which cannot 
be spared, but something may be picked out in connection with 
almost every action in chemistry which will be helpful in mak- 
ing it comprehensible or memorable. 

The employment of illustrations from things outside the labo- 
ratory also increases the usefulness of the instruction. . The teacher 
in the secondary school, in view of the fact that his pupils are most 
of them receiving from him their sole preparation for life, has a 
certain responsibility in this direction which he cannot avoid. 
In a later section (p. 177) we shall have occasion to suggest a 
number of questions, for reply to most of which the basis at 
least is to be found in elementary chemistry. ‘There is no use 
claiming that chemistry is a study of real things and not an arti- 
ficial discipline, unless we show that it is so. It is not suggested 
that the applied chemistry should be taught, but only that its 
existence should be made plain in the most pointed manner. 
We need not and must not make too much of this aspect. 
Without there being any necessity for turning aside to teach 
domestic science, for example, and leaving chemistry altogether, 
there are illustrations of all sorts from various more or less every- 
day matters which must suggest themselves continually to the 
thoughtful teacher. : 

Take, for example, oxidation. Aside from the hackneyed 
illustrations connected with rusting, life, and decay, the subject 
Still Other | SUggests the way in which blue clay becomes brown 
Mustrations. when exposed to the air through the change of the 
iron it contains from the ferrous to the ferric condition ; the way 
in which paint ‘dries’ through absorption of oxygen by the 
solidifying oil ; the way anglesite (PbSO,) and cerussite (PbCO;) 
are formed from galena (PbS) and are commonly found en- 


INSTROCTION IN THE CLASSROOM I41 


crusting the veins of the latter; and the fact that deposits of 
ores of copper are mainly carbonate and oxide at the surface, 
and pass into sulphide as the exploration of greater depths pro- 
ceeds. Reduction is illustrated by the various photographic de- 
velopers and by the genesis of native copper from cuprite ; 
adsorption by dyeing of cloth, the action of mordants, the for- 
mation of ‘ lakes,’ and the effect of heating a glass bulb after it 
has just been evacuated to the point at which it begins to show 
the X-rays.’ Reversible actions are illustrated by the storage 
battery ; osmotic pressure by the root pressure in plants ;? pre- 
cipitation of calcium carbonate by the formation of coral and 
shells through the action of ammonium carbonate excreted by the 
organism inter-acting with the calcium sulphate in the sea-water ; 
the subject of the lowering of vapour pressure in solutions by the 
spontaneous way in which impure table salt becomes moist, and 
ice is melted by contact with salt; dissociation of the true or 
reversible kind by lime burning ; the displacement of metals by 
toning in photography ; solution in the broader sense by refer- 
ence to alloys and to gems like the sapphire or yellow diamond. 

The judicious use of this sort of illustrations involves not a 
loss but a saving of time, and it fixes points of real chemical 
value in the memory. The mention of things which other Benefits 
are natively interesting in connection with other flustration. 
things which are not so is one of the best means of lending in- 
terest to facts that might otherwise seem dry. ‘The practice is 
useful so long as it is employed with this end in view. It ceases 
to be so when the chemistry becomes secondary, and that which 
should be simply an illustration is dwelt upon to such an extent, 
or in such a way, that it displaces the chemical fact from the 
field of view entirely. Another advantage of this procedure is 
that it relates the subject continually to the physics, geology, and 
biology which the pupil may have already studied or may be 

1 Air adhering to the glass is liberated, and the X-rays vanish, to re- 
appear only when the pump has been started again. 

2 Applications of the theory of solutions to physiology will be found 


in Jones’ Theory of Electrolytic Dissociation (Macmillan), Chapters II. 
and IV. 


142 INSTRUCTION IN THE (CLASSROOM 


about to study. It is at least as important that the teacher in 
the secondary school should give a general view of science, and 
of the relations of the sciences, as that he should give a sharply 
focused view of one. 

Many chemists are conscientiously and systematically opposed 
to encouraging the introduction of anything which is in the least 
Danger in degree likely to divert the attention of the pupils 
the Abuseof from the science. ‘They state, and probably with 
eas justice, that there is far too much so-called chemi- 
cal instruction in the schools which is perverted into the teach- 
ing of odds and ends about various domestic and industrial 
applications of chemistry. I fear greatly, therefore, that what 
has just been said may be open to misconstruction, and may 
be taken as advocating, or in some way countenancing such a 
misuse of illustrative material. To be perfectly clear, let me 
say that the object of the references to every-day life will be 
defeated if they give occasion for long descriptions of these 
matters. It is a continual but brief reference to these matters 
in their chemical aspect, which shall show that the chemistry of 
the laboratory and the classroom is the same as that of the 
universe, and that there is such a thing as chemistry in the uni- 
verse, that is suggested, and not such prolonged tours of super- 
ficial inspection of the chemical universe as will prevent that of 
the laboratory and classroom from taking definite form. The 
use of judgment of the sanest description is imperatively 
needed. 

The facts cited for the purpose of illustration must be sub- 
jected to careful scrutiny before currency is given to them. The 
ear erent reader may recall the statement in a familiar work 
Scientific that ‘throwing water upon conflagrations results 
Correctness. in the dissociation of the compound into the gases 
hydrogen and oxygen, which, in reuniting, add fury to the flames 
and increase the devastation.” There are many popular notions 
about the scientific aspect of common things which contain fal- 
lacies more difficult to trace than is the absurdity in this. Then, 
too, the chemistry of many common things is but little known, 


INSTRUCTION IN THE CLASSROOM 143 


The contradictory statements about the reason of the harmful 
effects of the atmosphere of overcrowded rooms, for example, 
suggests that more knowledge of the subject is necessary before 
it can be admitted to the elementary classroom. Again, the 
chemistry of many familiar things is hard. Domestic science 
and agriculture are difficult to relate intelligibly to elementary 
chemistry. Soap-making can be explained, but the view of the 
facts connected with cooking and digestion afforded by the 
standpoint of the pupil in the elementary school must be too 
superficial and distant to make it suitable for incorporation in 
the elementary course. The treatment of these subjects must 
for the most part degenerate into the giving of mere miscella- 
neous information. 

At the risk of repetition let it be said again that teaching the 
chemistry of every-day life is not the end of the course in the 
secondary school. Its object is the giving of discipline through 
a knowledge of chemistry in a broad but strictly scientific sense. 
Reference to the chemistry of matters of common knowledge 
is suggested simply as one means of attaining the main end of 
the course, by making the subject memorable, attractive, and 
digestible. 

f. LVecessity for Unification of the Whole :— Although the 
necessity for unification has been more than hinted at already, 
too much emphasis cannot be laid upon this point. Mastery of 4 
In a multitude of details there is no wisdom. The Science 

: 5 : Consists in 
mastery of the science consists not so much in steady acquirement 
accumulation of knowledge as in building up habits of Habits. 
of observation and thought, and cultivating a chemical intelli- 
gence. No point in technique, observation, or generalization is 
ever past or disposed of. The pupil is slow to appreciate the 
universality of the ultimate constituents of chemical thought and 
work, and requires to have them brought to his attention again 
and again. The teaching of a science is a weaving process. 
The same warp runs through all, and, while the pattern develops 
and no strand is precisely like the preceding one, the result 
should be an harmonious development of the design as a whole, 


144 INSTRUCTION IN THE CLASSROOM 


Each new fact is centrifugal in tendency and at first introduces 
a foreign element. The important thing is not the adding of 
-new facts, but their utilization in the creation of that more 
recondite entity, the pupil’s general grasp of the science. The 
quality of the result depends not on the amount or variety of 
the material, but on the perfection with which it has been 
assimilated. 

g. Some Misleading Words:— One of the most fruitful 
sources of misconception lies in the ordinary phraseology of 
‘Strong’ chemistry. Thus the word strong is very much 
Acids. overworked. It is used for active in reference 
to the chemical tendencies of oxygen, chlorine, certain acids, 
and so forth. It is used in connection with solutions when 
great concentration 1s meant. It is even used for stable. It 
will be found most satisfactory to use the proper one of these 
three terms in the classroom and to exclude the word strong 
altogether. 

The words stadb/e and, the converse, wzstable are used in two 
ways. ‘Thus sodium chloride and nitrogen iodide are respec- 
‘Stable’ tively styled stable and unstable, in consequence of 
Bodies. their behaviour when heated, and properly so. 
Phosphorus trichloride is exceedingly stable by this test, but is 
often spoken of as unstable because moist air decomposes it. 
Jn this sense everything might be considered unstable, since 
everything undergoes change when treated with a suitable chem- 
ical agent. 

The pupil eagerly learns a word and forgets: the fact it was 
used to describe, and our words are often so badly chosen that 
‘water of -aiterwards, when the learner tries to reproduce the 
Crystalliza- idea from the word, he makes the most egregious 
iret blunders. He will say that water of crystallization, 
for example, is water needed to make the particular substance, 
or all substances, take the crystalline form. He will say it is 
not chemically combined, because the word suggests a physical 
condition simply. It would be better to use the term hydrates 
exclusively (p. 96). At the end of the course, he will still say 


INSTRUCTION IN THE CLASSROOM 145 


that oxzdation is combination with oxygen regardless of the 
many other phenomena it covers. He will say a metal} is 
a metallic-looking substance and call arsenic a «oxiqation. 
metal, regardless of the fact that the term has a ‘Metal.’ 
use of its own in chemistry. He will say that a saturated solu- 
tion contains all that the liquid can hold of the dissolved body, 
and a supersaturated one more than it can hold (!), «Satura- 
regardless of the fact that the terms have nothing to eens 

do with what the liquid can hold, but concern only saturation.’ 
what it can take up froma given sample. A solution of a cer- 
tain concentration may be saturated, unsaturated, and supersat- 
ured all at the same time toward different forms of ‘sodium sul- 
phate.’? Our ideas in chemistry have so often been labelled 
wrongly that we must discredit the label while teaching the 
idea ; our terms often obliterate and obscure the very distinc- 
tions they are intended to record. In examinations we must 
ask for illustrations, to make sure that the word has not been 
learned and its definition memorized without comprehension 
of what it really covers. 

Some words are as yet without definite signification. Oxygen 
and ozone, rhombic and monoclinic sulphur, red and yellow 
phosphorus are called pairs of aMotropic modifi- 
cations. Yet the first pair, and probably the last, 
are chemically distinct substances, while the second is a pair of 
physical states of the same body, like ice and water. 

Absurdities, like the description of a metal as ‘ brittle and 
ductile,” are so common that we must heed the warning and 
make sure that even the definite terms are not being used as if 
they were a meaningless jargon. 

h. Some Common Fallacies : — There are a few blunders, that 
have long since been recognised to be such by chemists, which 
still hang pertinaciously round elementary instruction. For 
example, the formation of hydrogen chloride by the action of sul- 
phuricacid uponcommon salt does not prove the superior activity 


‘ Allotropism.’ 


1 Cf. Tilden, Hints on the Teaching of Elementary Chemistry, 63-66. 
2 Cf. Walker, troduction to Physical Chemistry (Macmillan), 50. 
fe) 


146 INSTRUCTION IN THE CLASSROOM 


(‘strength’) of sulphuric acid. Under other conditions hydro- 
chloric acid displaces sulphuric acid from sodium _bisulphate 
almost as completely.? 

The so-called law of Berthollet in regard to the formation 
of precipitates, even in its least objectionable form of statement, 
is a half truth or less. So distinguished a chemist 
,as the late Professor Cooke makes something lke 
nonsense of it when he says,? “ When materials 
are brought together in solution there is always a tendency to 
make such a transfer of their constituent parts as will produce 
insoluble compounds.” It must be remembered that the prin- 
ciples of chemical equilibrium ® alone, and not a tendency to 
produce insoluble substances, or, above all, any superior 
‘affinity ’ can explain this behaviour. 

The current explanations of the heat produced when sub- 
stances like sulphuric acid and caustic potash are dissolved in 

water are almost all of doubtful correctness. The 
‘ Heat of ; as. ‘ ; 
Solution.” | Present condition of the science does not permit us 

confidently to offer any explanation and in elemen- 
tary instruction it is safest to say so. 

The early misconceptions produced by injudicious teach- 
ing in matters like those just cited are wonderfully lasting 
and can only be eradicated afterwards with great difficulty, if 
at all. 

1. Zhe Grammar of Science :— The ordinary treatises on the 
sciences omit all explanation of the fundamental conceptions 
of the scientific method. Indeed it would be fortunate if they 
also avoided introducing confusions of thought and blunders of 
the grossest kind when they touch the subject indirectly. The 
teacher of science must make up for this lack, and perhaps 
correct these misconceptions, by the study of some work dealing 
with the subject. We have space to mention two or three 
examples only. 


‘ Law of 
Precipitation. 


1 A. Smith, Laboratory Outline, p. 26. 

2 Laboratory Practice, p. 4t. 

8 See Carnegie, Law and Theory in Chemistry (Longmans, Green & 
Co.) chapter VII., particularly p. 205. 


INSTROCTION SAN THE? CLASSROOM 147 


Explanation,’ its nature and correct use seem to be frequently 
misconceived. An explanation never attempts to state the 
reasons for, or causes of scientific facts. We can pista 
give no reason for chemical behaviour, nor do we tion’ in 
regard it as proceeding from ultimate causes (in avenue 
the sense of active originators which do things). An explana- 
tion is simply a description which relates a thing or idea to 
other more familiar things or ideas. In this way we explain 
the hastening of the evolution of hydrogen, when a little cupric 
sulphate is added, by reference to what we know about electric 
couples. An illustration fully worked out in detail has already 
been given in connection with the discussion of the use of the 
imagination (p. 131). The employment of terminology is not 
explanation. For example, to call an action ‘catalytic,’ (clas- 
sifies,) but does not explain it. Note also that to call the 
tendency to chemical action ‘affinity’ simply substi- 
tutes the one word for the four. It also classifies, 
in so far as it distinguishes this tendency by name from cohesion 
and other forces. It most emphatically does not explain, for, 
instead of relating a fact to a closely allied but more familiar 
fact, it deliberately relates the simple fact to a complex set of 
entirely foreign ideas connected with the word affinity (namely, 
those of kinship, sympathy, and attraction), which are pure 
importations, and so the word confuses instead of explaining. 
Thinking that these ideas are germane to the thing itself, is, to 
apply a sentence of Wundt’s, “one of those numerous self- 
deceptions which are no sooner stamped in verbal form than 
they forthwith thrust non-existent fictions into the place of 
reality.” As a name for a thing and a means of classification, 
affinity is a good term; as an explanation, it is a failure, for, 
in the language of the schoolmen, at the best it is simply 
a case of explaining zdem per idem, and at the worst of od- 


‘ Affinity.’ 


1 See W. K. Clifford. Aims and Instruments of Scientific Thought in 
his Lectures and Essays, particularly pp. 101-103 (2nd ed. 1886). Also 
Stallo, Concepts and Theories of Modern Physics, chapter VIII,, particu- 
larly pp, 104-110. 


é 


148 INSTRUCTION IN THE CLASSROOM 


scurum per obscurius, for it only adds greatly to the total to be 
explained. 

The meaning of aw in natural science seems far from being 
_ generally known. My own recollection as a student shows that 
Pi oc for a long time I was in utter confusion as to the 
Natural origin and meaning of the laws of physics and chem- 
sabi istry, because the meaning of the word ‘law’ had 
never become clear to me. Its usage was frequently so confus- 
ing that its significance could not be inferred. This experience 
I am convinced is not exceptional. The use of the word 
even in scientific books is so often incorrect that it would be 
astonishing if teachers were not in danger of misleading their 
pupils. The word is commonly accepted as applying to some 
dogma which requires no defence and must be accepted with- 
out question, or some belief, like that in our own existence as 
conscious beings, which is more easy to accept as an intuition 
than to support by argument. Another misuse of the term adds 
additional confusion. We find it stated that some gases do 
not obey Boyle’s law; again, we learn that Boyle discovered this 
law, about a century and a half after Columbus discovered 
America. One writer speaks thus: “Nature .. . follows laws 
which are always operative under the same conditions. Vary 
the conditions of an experiment, and new laws are liable to in- 
tervene and change the result. Zhe essence of law ts uniformity 
of action under like conditions.” ‘The italics are in the original. 

Of the various senses in which the word is used, two only 
seem to be legitimate in science. In the narrower of these 
two senses,’ a law is simply an exceedingly brief statement 
which embraces an immense range of separate facts. In a 
broader sense the term may be used of the uniform behaviour 
itself which is described in the statement of the law. It is 
therefore either the statement of a fact or it is afact. In the 
latter sense it is pre-eminently a fact of the highest order. 
Thus the so-called law of falling bodies, for example, is either 


1 Karl Pearson, Grammar of Science, chapter III. See also The Duke 
of Argyle, Zhe Reign of Law. 


& 


INSTHEOCTION 1M THE CLASSROOM 149 


tnat which tells us in one brief statement all about the fall of 
every sort of material, whether it be a feather, a bullet, or the 
moon, and whether it falls towards the earth or some other 
celestial body, or it is the uniform behaviour itself of bodies left 
free to move under each other’s influence. In the former and 
stricter sense this law was not discovered, however, for, unlike 
the New World, it did not exist previous to its ‘discovery’ 
and does not now exist objectively in nature. It was a state- 
ment invented or made from the comparison of multitudes of 
single observations. Laws in this sense are thus true only so 
long as they express successfully the facts with which they deal. 
When we discover by more careful observation that gases do 
not change their volume exactly in the inverse proportion of 
the pressure, it is not the gas which ‘disobeys’ the law, but 
the law which fails to express the facts exactly. Laws are not 
active agents; they do not ‘operate’ under any conditions, 
nor do they ‘act’ either uniformly or otherwise, and new laws 
do not ‘intervene ;’ the humble law-maker has to change his 
law when he finds that the facts do not support it in its existing 
form. In the latter sense the law is the fact itself, the fashion 
of behaving. This was discovered, but it is not of the order of 
a mandate of some recognised authority, and the word ‘dis- 
obey’ is inapplicable. It is not supported by a police force, 
like legislative law, and therefore does not ‘operate,’ ‘act,’ 
or ‘intervene,’ even in the figurative sense in which these 
terms are used of the law of the land. 

These unfortunate conventional modes of expression make it 
exceedingly desirable that the teacher should guard himself, 
first in his own mind, and then in the language he uses, most 
carefully against putting the idea of law in a wrong light. No 
single thing can do more than the misuse of this term to per- 
vert completely the pupil’s whole idea of scientific method and 
perspective, and to undo on a large scale what observation and 
induction are trying to do on a small one. 

Of the matters coming up in elementary chemistry, the princi- 
ples of definite and multiple proportions and combining weights 


150 INSTRUCTION IN THE CLASSROOM 


are laws because they state facts, and facts of the widest bearing. 
On the other hand, Avogadro’s statement, while it is frequently 
called a law, is not a fact of the same order as the others at 
allt It is a part of the molecular theory of matter. If it bea 
fact, as it probably is, it is reached remotely by inference, and 
not directly by experiment. 

Misconception is particularly liable to occur in connection 
with the use of the word cause. When anything unusual or 
eRe unfortunate occurs in every-day life, we immediately 
Natural ask whose activity or negligence ‘caused’ the occur- 
ce rence. We thus acquire the habit of looking for 
some active agent whose intervention is indispensable for the 
production of certain results. We have no justification for the 
use of the word cause in this sense in the scientific study of 
nature. We note occurrences, such as those connected with 
certain motions of bodies, and we sum up the nature of these 
occurrences in brief statements, of which the most condensed is 
known as the law of gravitation. Observation, however, leads us 
to the discovery of no active agent whose intervention brings the 
phenomena about. We do not know that the heavenly bodies 
will move to-morrow as they do to-day, or that iron will rust in 
the future under the same conditions as in the past. We regard 
it as probable in the highest degree that these occurrences will 
repeat themselves, but the relation is one of probability and not 
of necessity. We know the fact of each occurrence as a 
separate thing, and our general statement in regard to the 
occurrences has no power of enforcement for the future. In 
science, causes, in the sense of active agents which originate 
occurrences, do not exist. It is useless, therefore, to permit 
our minds to search for causes of this description. 

Yet we have a tendency to furnish the link, which our habit 
of thought suggests as needful, by attaching the name of cause 
to something, and sometimes in doing this the term is grossly 
misused. For example, we sometimes hear the law of gravi- 


1See Ostwald, Outlines of General Chemistry (Macmillan), chapter 
VII., in which the terms hypothesis and postulate are used. 


"ANSTROCTION IN THE CLASSROOM I5f 


tation spoken of as the cause of the behaviour of falling bodies. 
The mere statement which in one phrase epitomizes all the be- 
haviour of falling bodies, should surely be the very yr cise of 
last thing to which we should ascribe the power the Word 
of bringing about occurrences which it simply de- Propels 
scribes. Even if we apply the term law to the uniform be- 
haviour itself, this uniform behaviour may explain future 
occurrences, but it is not the cause of them. 

A study of occurrences scientifically shows that they may be 
related in two ways. In the first place, certain phenomena are 
observed always to appear simultaneously. Occurrences con- 
nected in this way are described technically as being related 
by co-existence. The word cause cannot be employed in con- 
nection with any of them. 

The other relation which may exist between phenomena is 
that of sequence. We pass hydrogen over a heated oxide and it 
is reduced, or we subject a match to friction anda Qos ts¢ 
chemical change occurs. The same phenomena of-the Word 
are observed every time the same treatment is paral 
used. We do not know anything further than that this relation 
of sequence obtains. The result is a continual coincidence 
and nothing more. Its repetition on the next occasion is 
highly probable, but we perceive in the phenomena nothing 
which makes the consequence a necessity. In such cases we 
employ the word cause, and by this term we describe some one 
occurrence which always precedes some other. Pearson’ says : 
“‘ Cause, in this sense, is a stage in the routine of experience, 
and not one in a routine of inherent necessity.” The term 
cause is misused when it is applied to phenomena which are 
related by co-existence, or when it is applied to gravity or affinity, 
which are facts simply, not causes at all. 

The teaching of science consists in establishing a point of 
view and not merely conveying a knowledge of facts. We 
should, therefore, avoid the misuse of words like cause and 
effect. When, through misuse of words like these, the rules of 


1 Karl Pearson, Grammar of Science, chapter IV. 


152 INSTRUCTION IN THE CLASSROOM 


the Grammar of Science are broken, obsession by false points 
of view ever afterwards distorts the victim’s whole conception 
of the method of description and classification in which the 
study of science consists.? 

Not to prolong our list, we may mention finally the words 
matter and energy. ‘There is much difference of opinion as to 
‘Matter? the definition of these terms. It is certain, how- 
nolan ever, that some of the current statements are de- 

cidedly misleading. For example, it is sometimes 
said that the universe is made up of matter and energy. Again we 
learn that matter is the vehicle of energy. Still again we find 
the statement that energy is the cause? of change in matter. 
Each of these statements suggests an entirely different relation, 
and all are more or less misleading. Our whole knowledge 
of the universe is obtained by the study of our sense im- 
pressions. In describing these, we employ two conceptions. 
The idea of matter gives account of much that we perceive. 
Since, however, matter may be at rest or in motion, hot or 
cold, electrified or neutral, and the same specimen can change 
its state of motion, or of electrification, or its temperature, we 
separate these phases of the data of our experience, and employ 
a second conception, that of energy, for the purpose of describ- 
ing them. Now we cannot logically describe one conception 
as the vehicle of another, any more than we can say that 
one axis in co-ordinate geometry is the vehicle of the other. 


1 It may be well to emphasize the fact that the discussion of topics 
like those handled in this section is by no means to come before the 
pupil. Hecould not understand their import and would only be confused. 
The teacher can convey correct ideas concerning ‘law’ and ‘ cause,’ and 
‘energy’ as readily as incorrect ones, if he is aware of the danger which 
lies in the employment of careless forms of expression, without openly 
discussing the terms themselves. 

2 In many actions the employment of some form of energy is an- 
tecedent to chemical change, in others the chemical change seems to be 
antecedent to the production of some manifestation of energy. There is 
evidently here no constant order of sequence. We have as frequent 
reason for saying that change is the cause of energy as that energy is the 
cause of change. 


INSTRUCTION IN THE CLASSROOM 153 


The conceptions must be kept independent, or they cannot 
subserve the purpose of describing the complex phenomena of 
experience. Matter and energy are not parts of the universe, 
but constituents of our mode of thinking about it and describing 
it. Philosophically they are best classified as conceptions of 
the mind and not things of an objective nature.’ 


1 See Karl Pearson, Grammar of Science, chapter VII. and Stallo, 
who seems to use the terms force and energy as equivalent, Concepis 
and Theories of Modern Physics, chapter X. 149. Cf. James Ward, 
Naturalism and Agnosticism, Lecture VI., passin. 

Karl Pearson’s Grammar of Science gives an admirably clear account 
of many of the matters discussed in this section, and will be founda to 
throw a flood of light upon the foundations of scientific thought. The 
whole contents of this book are bound to be a surprise to the student 
who has read only treatises on the individual sciences. The same sub- 
jects, in part, are treated with great clearness and philosophic insight in 
the first volume of James Ward’s Waturalism and Agnosticism, chapters 
I-VI. The teacher will also derive much benefit from reading Clifford’s 
Seeing and Thinking and Mach’s Popular Scientific Lectures, as well 
as Clifford’s Zssays and Stallo’s Concepts and Theories of Modern 
Physics, to which reference has already been made. 


CHAPTER VI 


SOME CONSTITUENTS OF THE COURSE. 


THE reader will have observed that a number of topics usually 
treated in chemistry have not yet received recognition in our 
discussion of the subject. Some of these are of very great im- 
portance, and some of them have a prominence in chemical 
instruction which is perhaps somewhat out of proportion to 
their intrinsic value. Our first section naturally treats of the 
atomic theory. This might perhaps have demanded a place in 
the chapter on “ The Introduction of the Subject’”’ at least es 
potently as the question of equations. Other topics of the 
same kind are valency, physical chemistry, and qualitative 
analysis. The order in which we take them is the order of 
their logical relation, rather than that of their importance as 
features in elementary instruction. If we had adopted the 
latter principle, the arrangement might have been different. 


I. The Atomic Theory, its Nature and Place in Elementary 
Instruction. 


a. The Atomic Theory not a Fact: — A theory is often formed 
by imagining a simple mechanical system, which would behave 
What Bacts like some very complex: subject of expenine it in 
call for this respect to certain clearly defined features in the 
onary phenomena presented by the latter, and to these 
features only of all the bewildering properties it may possess. 
The atomic theory is of this nature: it professes to explain 
certain features of chemical change. When we have found 
that each compound has a constant composition, there is no 
particular necessity for a theory to explain a fact in itself so 


wom CONSIIZOCLNIS OF (LHE COURSE «155 


simple. When, however, we learn that the compositions of 
several compounds containing the same constituents are related 
by the rule of multiple proportions, and that irregular quanti- 
ties are never observed, we feel a certain satisfaction in thinking 
that if the constituents were done up in definite packets of 
uniform size, such a rule would be the inevitable consequence 
of the formation of several kinds of compounds. When later 
we reach the principle of combining weights (p. 75), and find 
that certain weights may be assigned to the elements, which, if 
they have been correctly chosen, will, in combination with the 
use of small multiples when necessary, express the weight in 
which the elements enter into all kinds of combinations, we feel 
an impulse to suppose that we are dealing with materials which 
are constructed, physically, like the interchangeable parts of a 
number of machines. ‘The idea suggests itself that matter is 
so made that, if we could reach the ultimate parts of which a 
quantity of an element consists, by simply shutting our eyes 
and taking one or two pieces we should find that they would 
associate themselves with precision with other pieces of other 
elements to produce any number of different structures. 

We should note, however, that, convincing as the theory 
seems, the facts which it explains do not in any sense consti- 
tute a proof that matter is really constructed as the ,,, Thess 
theory demands. An illustration will make this not Inevitably 
clear. If we had never observed wheat or gold sobre 
close at hand, and depended entirely upon the market quota- 
tions for our information about them, we should naturally infer 
that wheat was always done up in bushels, and gold in ounces. 
Yet the fact is that these substances have no such structure. 
They assume the forms of the bushel and the ounce only at 
the moment of measurement. So there might be imagined 
properties, at present unknown to us, which directed the quan- 
titative selection of material for chemical change, and rejected 
the excess, without the existence of any permanent segregation 
into pieces of unalterable dimensions. ‘The only bushels and 
ounces which we have are in the measuring apparatus and not 


156 SOME CONSTITUENTS OF THE COURSE 


in the material measured ; so the only atomic weights may be 
in the properties controlling chemical combination, and not in 
the matter combining." 

b. Lts Limited Application: —The atomic theory has ‘been 
invented because of the difficulty we have in forming any 
mental image of the complex phenomena of chenfical change 
as it takes place in large masses of matter. It furnishes a very 
fortunate suggestion of a mechanism which would exhibit some 
of these properties. 

But the habit which chemists have acquired of speaking in 
terms of the atomic theory as if it described objective realitjes 

has obscured to some extent the fact that it does 
rhea not attempt to account for everything in chemical 
me brad a change. It explains to us why 200 parts of mer- 

cury is the most convenient chemical unit, and 
describes the formation of mercuric iodide by the union of this 
amount with 254 parts of iodine in terms of the packet theory. 
It also accounts for the persistence of the masses of the inter- 
acting bodies, the only properties of the original materials which 
survive chemical change. In other words, it explains the 
quantitative relations. It makes no attempt, however, to pic- 
ture to us the mechanism which would account for the disap- 
pearance of a shining, liquid, heavy, metallic substance, and 
another black, or perhaps we should say violet body, each with 
a definite set of physical properties, and the appearance of a 
scarlet solid with a totally different array of properties. That 
the mere placing of a particle of mercury very close to a par- 
ticle of iodine, and in such a way that separation can still be 
effected at will, should lead to the production of a composite 
particle having properties markedly departing from the average 
of those of the constituents is inconceivable. For the explana- 


1 Cf. Stallo, doc. cit., chapter VIT. Anentirely different mode of show- 
ing that the laws of combination might hold, even if the same identical 
little pieces of matter were not attached and detached in the course of 
chemical changes, is suggested by Karl Pearson (/oc. c#t., chapter VII. § 6). 
Cf. also James Ward, /oc, c#t., Lectures IV. and V. passim, 


SOME CONSTITUENTS OF THE COURSE. 157 


tion of the complete transformation actually observed, a much 
more complex theory would be needed (cf foot-note to p. 75). 
To mention the atomic theory as furnishing such an explana- 
tion is to perpetrate a palpable absurdity. Even the youngest 
pupil must recognise the total inadequacy of the explanation, 
and only the submissive spirit produced by prolonged dog- 
matic instruction can prevent the criticism and rejection of so 
pretentious a claim. ‘The use of the theory must therefore 
be confined at first to the explanation of the quantitative 
relations. 

When valency is reached, the atomic theory finds once more 
useful application. Later still, in college work, when the rela- 
tions of the constituents of a complex compound 

; : ; : The Theory 

are described, the same theory becomes practically jnaispensable 
indispensable. Here, in the region of molecular Seas 
constitution, it reaches the zenith of its success. ; 
But still, it is only so long as we hold it to the rdle of a theory 
and restrict its application to certain aspects of chemical change 
that it is of assistance. Nobody thinks that the molecules are in 
reality at all like our graphic formule. ‘This application of the 
theory simply helps us to form a mental image of the gener- 
alized relations which subsist between the facts of chemical 
behaviour. 

‘The fact is, then, that in elementary chemistry the atomic 
theory attempts primarily to explain only the properties of com- 
bination by weight and volume, and it succeeds in this only 
because it leaves out of consideration the multitude of other 
less easily classified relations which make the actual phenomena 
so difficult to conceive and describe. When we thus relieve 
the atoms of the necessity of explaining the whole marvel of 
chemical change, they begin by being simply counters repre- 
senting the combining weights ; and, just as counters are not 
money, but have a numerical value, and assist in keeping account 
of transfers of money, so atoms may be regarded at first as pri- 
marily a fictitious medium of exchange, in terms of which we 
chronicle the account-keeping side of chemistry. It is only 


158 SOME CONSTITUENTS OF THE COURSE 


in the later application that the atoms become more and more 
concrete.' 

c. Zhe Place of the Theory in Elementary Instruction :— 
Having now cleared the way by pointing out the limitations of 
Untimely the atomic theory, we are prepared to take up the 
Employment much-debated question in regard to the proper 
one THON: tinie for, and manner of its introduction in an ele- 
mentary course. One would fear being accused of uttering a 
platitude when stating, in the first place, that the use of a theory. 
is to explain facts, and that it must, therefore, follow the facts to 
be explained, if it were not the most conspicuous feature of the 
situation that the atomic theory alone, of all the theories of 
science, seems to have gained a kind of prescriptive right to 
take precedence of the phenomena. ‘The most cursory study 
of the text-books and the methods of the teachers of chemistry 
will show that this is the case to a predominating extent. And 
yet in the work which leads up to the noting of the qualitative . 
characteristics of chemical change there is nothing which the 
atomic theory can explain or attempts to explain. Not only 
does it fail to explain the transmutation of iron and sulphur 
into ferrous sulphide; it is even flatly discredited by an un- 
biased consideration of the superficial features of the occur- 
rence. Iron and sulphur, no matter how finely we divide 
them, and how closely we put them side by side, always remain 
iron and sulphur. The natural inference so far, therefore, is 
that the union must consist in something entirely different 
from a juxtaposition of minute fragments which retain their 
identities. If, therefore, we force the conventional so-called 
explanation on the pupil at this stage, he is bound to see that 
the doctrine is incapable of immediate assimilation with the 
experimental facts, that it is thus not of the nature of an expla- 
nation, and so he is driven to suppose that it is itself an inde- 


1 The most recent discussion of the atomic and molecular theories is 
in Professor Riicker’s address before the British Association. The 
Structure of Matter: NATURE, LXIV. (1901), 470, or SciENCE [N. S.], 
XIV. 425. | . | 


’ 


DOM ECON SAI TULNIS: OF SHE COORSE. , 159 


pendent fact. It seems to be unverifiable by experiment, so 
he infers that the science must include dogmatic teachings 
which are beyond verification. Long-formed habit makes the 
appreciation of oracular statements of this kind very keen, and 
so the dogma is at once given the place of honour in his esti- 
mation, and he starts his career as a student of the subject with 
a totally false view of the science and of the scientific method 
in general. 

It is after the laws of multiple proportions and combining 
weights have been observed to hold true of chemical changes, 
that the opportunity for the explanation of these facts by the 
use of the atomic theory occurs. Its presentation at any time 
after this point is logically justifiable. It is very helpful in 
giving definite form to the conception of combining weights. 
It is not imperatively needed for the purpose of furnishing a 


‘concrete basis for thought and_expression until Avogadro’s 


hypothesis is introduced. It is exceedingly unlikely that, if the 
consequences of this hypothesis are to be developed at all, they 
can be made clear to a beginner in any other than the tradi- 
tional manner. At this point the molecular and atomic theories 
will usually be employed frankly, although Professor Ostwald 
(in his Outlines of Inorganic Chemistry) has recently endeav- 
oured to avoid them even at this stage. 

The ever-present dangers seem to be those of forgetting that 
the atomic theory isa theory, and of permitting the limitations 
discussed above to slip out of view. There is also pangers to be 
a tendency to treat the subject too o realistically, hiya Ghee 
as if the behaviour of the atoms was the subject of direct obser- 
vation. The latter tempts us, after we have observed the burn- 
ing of magnesium, to say, without more ado, that the action 
takes place by the union of one atom of the metal with one atom 
of oxygen. If the pupil makes no measurement, we should tell 
him that weighing gives the proportion of the elements in this 
compound; that. elaborate experimental investigation has as- 
signed 24.36 and 16 as the most convenient combining weights 
of the elements concerned ; that the proportion here turns out 


160 SOME CONSTITUENTS OF THE COURSE 


to be that of one combining weight of each element ; and that 
hence, in terms of the atomic theory, one atom of each element 
is used. Without these essential links, all implied in the origi- 
nal statement, of course, but incapable of extraction from it by 
the inexperienced imagination of the beginner, the pupil cannot 
perceive the basis of our description of the action, or understand 
what it means. It would be better to avoid the term atom as 
much as possible in the every-day language of the classroom, 
and to substitute atomic weight’ or combining weight for it. 
These terms at once recall the experimental method which is 
the true basis of every statement.” 

I remember being present at a conference at which the sub- 
ject of the present section was being discussed. ‘The leacler 
GPeamence Fe inclined to favour explaining the very first 
of Misuse of chemical change as an operation involving atoms, 
Sener tana leading the pupil to think of everything that 
happened in terms of the atomic theory from the very start. 
I had just interposed some remarks expressing views similar 
to those defended here, and had wound up by pointing out 
that the science of chemistry dealt practically with the behaviour 
of gross matter and not with the vagaries of atoms, when a 
young man near me, who apparently had difficulty in restrain- 
ing his impatience, burst out with the exclamation, “ If chem- 
istry is not all about atoms, what is it about?” He was 
a pupil of the leader of the conference and seemed never to 
have been led to realize, that, in the great department of 
knowledge which constitutes the science of chemistry, the com- 
plex processes of nature which it describes, the magnificent 
industries which it has founded and still guides, the services 
to the community which it renders in a thousand applications 
of analysis, and the multitude of distinct bodies and their rela- 


1 For the definition of the expression ‘atomic weight’ in terms of 
experiment, see footnote to p. 164. 

2 For the most satisfactory treatment of the atomic theory, see 
Hofmann, Jxtroduction to Modern Chemistry (London, 1865), chapters 
X.-XII.; Ostwald, Outlines of Inorganic Chemistry (Macmillan), chap- 
ter VII.; Remsen, Chemistry (advanced course), chapter VI. 


NOME CONSTITURINIS OF THE COURSE: , 161 


tionship with which it deals, there is scarcely ever any mention 
of the atomic theory, except asin so far as it may furnish an 
occasional figure of speech in their discussion. 

The elementary chemistry of the classroom is, or should be } 
obtained by a careful reduction of the whole subject to a smaller 3 
scale, and a careful elimination of the parts which a4 ad 
in the microcosm have become inconspicuous de- Practice of 
tails. ‘This process cannot be carried out by any reared re 
one who is not a chemist with a broad knowledge Chemistry. 
of the subject in the unreduced form. ‘Too many writers of 
text-books have not the necessary qualifications for their task. 
In the process of eliminating all that can be left out in the most 
elementary work, and in arranging the remainder with a view 
to what is supposed to be a simple and pedagogically correct 
method of presentation for the use of the beginner, a good deal 
of distortion sometimes occurs, and the result of this severe 
banting process is in danger of becoming a mere phantom, if 
not a caricature of its former self. It is as difficult to recognise 
the ox in the beef extract, even when the latter is genuine, as 
the science itself in some of the epitomes which are placed 
at the service of the teacher. In theory, the elementary course 
in chemistry should represent the main features of the science /z 
Petto, and show it, as it were, viewed through the wrong end of 
an opera-glass. When the reduction has been carried out faith- 
fully, the microcosm, if once more expanded, should reproduce 
in outline the image of the original. It is to be feared that were 
this re-enlargement attempted with much of the tabloid chem- 
istry of the schoolroom, a monster of terrifying and most un- 
natural form would be hatched forth. It may be possible to 
introduce the atomic theory at an early stage without causing con- 
fusion, and to talk to beginners of atoms, when combining weights 
are intended, without obscurity, but I do not know any text-book 
in which this has been done successfully, and I could name many 
in which it has been attempted with disastrous results. 

In conclusion, and at the risk of being accused of over- 


insistence, let us look at the matter from still another point 
ry 


162 SOME CONSTITUENTS OF THE COURSE 


of view. If we reflect upon what has been said in the opening 
section of the chapter on “The Introduction of the Subject,” 
The Atte SHAY Set additional light upon the question 
Theory and before us. We enumerated three distinct char- 
sie pea ®* acteristics of chemistry, which, while they offer 
aPlace inthe impediments at the beginning of the pupil’s course, 
Carricuium- 4t the same time constitute the precise reasons for 
introducing a fresh study and a new kind of discipline. There 
was first the fact that it accustomed the student to knowledge- 
making with material objects and phenomena as the basis of 
this exercise. Atoms are not material objects whose presence 
and properties he can perceive by his senses, and thus do not 
furnish concrete material for the knowledge-making process. In 
the second place, the treatment of the subject was to be induc- 
tive, and was to start from a large body of facts, and, by the 
study of these, to lead to the elaboration of more general truths 
and more abstract conceptions. Now the atomic theory does 
not constitute a part of the fundamental data of the science. In 
the third place, the pupil was to be taught to rely upon his own’ 
powers of observation and inference, and to learn to discount 
the teachings of authority. If at the very outset we state that 
matter is composed of atoms, we ask him to accept on faith 
something which he cannot observe, and could never have 
ound out for himself. Instead of asking him to exercise his 
own powers, we treat him to a dogma, and we cannot even ren- 
der the dose palatable by furnishing convincing reason for our 
belief, for we have none. ‘Thus the teacher who dogmatically 
introduces the theory of atoms, violates every one of the condi- 
tions imposed by the nature of the subject, and proceeds treach- 
erously to undermine the foundations of the very claims which 
have secured for the science admission to the curriculum.’ 


II. The Treatment of Valency. 


When chemistry is treated in a mechanical fashion valency is 
a most important topic since chemical union is the subject of the 


1 See also pp. 79, 81, and 164, footnotes, 


bowTh CONSTITUENTS OF THE COURSE 163 


science and, in this view, is effected by the hooking together of 
atoms. ‘The number of hooks which each possesses is naturally 
one of the first things we wish to know about. 
Can Valency 

When, on the other hand, this burlesque mode of be Explained 
treatment is Avoided, valency is still recognised ‘ Besimners. 
as highly significant, but trouble is encountered, in trying 
to introduce it at any early stage, on account of the difficulty 
of explaining its experimental basis. I am inclined to think, 
however, that, if the way in which it arises out of experimental 
work is made sufficiently clear, there is no reason why: valency ( 
should be quarantined as a thing which is unteachable without 
lapse into over-realistic atom mechanics. It is certainly not 
primarily ‘the capacity* of an atom for holding other atoms in 
combination.’ ‘This is simply its interpretation according to the 
atomic theory, and ranges it along with the other facts of the 
science in harmony with the rest of this great conception. 

Valency arises, of course, experimentally, after we have chosen 
_ the values for our combining weights which shall be elected to 
the proud position of atomic weights, and this choice, FcshacAatmtat 
in its turn, comes after the explanation of Avogadro’s Origin of 
hypothesis, the consequences of which determine Nt 
the choice uniquely. An illustration will make clear exactly 
what is meant. ‘Take, for example, the action of zinc upon 
hydrochloric acid (Zn + 2HCl > ZnCl, + ee Before we 
have settled the atomic weight of zinc, we simply find that 32.5 
grams of it displace 1 gram of hydrogen. After we have fixed 
the atomic weight of zinc as 65, that of hydrogen as 1, and 
that of chlorine as 35.5, by analysis and the application of 
Avogadro’s hypothesis (cf footnote, p. 164), our measurement 
tells us that 65 grams of zinc displaces 2 grams of hydrogen 
and combines with 71 grams of chlorine. One chemical unit 
of zinc therefore plays the part of two chemical units of hydro- 


1 The word ‘power,’ frequently substituted for ‘capacity,’ in this 
~ phrase is inadmissible. Valency is not in any way a measure of the 
force with which atoms are held together, but only of the number of 
atoms that can be held by one. 


i064. SOME CONSTITUENTS OF THE COURSE 


gen and unites with two chemical units of chlorine. In conse- 
quence of this, we say that the chemical unit of zinc is bivalent. 
‘Valency is thus simply a consequence of the choice, amongst 
possible combining weights, of the final atomic weight. There 
is no new addition to the theory of the subject, no so-called 
‘theory of valency’ involved. 

Valency may be placed on a sound experimental basis, even 
before Avogadro’s hypothesis has been discussed and atomic 
weights have been settled, by the device, which may have been 
used already for other purposes, of stating that the chemical 
unit has been settled on grounds to be discussed later, and that 
its value in the case of zinc is 65. The logical necessities of 
the case are satisfactorily met by plain indication of the experi- 
mental basis and perfectly clear delimitation * of any assumption 
which may have to be made. 


1 The nature of valency is so continually referred to as an exceedingly 
obscure subject that there must surely be some lack of clearness in the 
explanation commonly given. We may be pardoned therefore for a 
brief statement, in harmony with the above paragraph, of its nature and 
origin. 

If gases had no properties which suggested Avogadro’s hypothesis, 
how would the composition of chemical compounds be represented by 
formule, and what would be the values of the atomic weights (and there- 
fore of the symbols)? We should find by experiment the composition of 
aluminium chloride to be A/C] (4/7 = 9 instead of Al = 27), of zinc chlo- 
ride to be ZzCl (Zz = 32.5 instead of Zn = 65), of carbon tetrachloride 
to be CCl (C= 3 instead of C = 12), of arsenious chloride to be 4sCl 
(ds = 25 instead of As = 75), and arsenic chloride to be 4sCl (4s =15 
instead of As = 75), and every chemical unit would have the 
same valency, that is, would be univalent. Where there were two 
different units used by one element, as in the case of arsenic, heavy 
type might be made use of for the larger equivalent, or formule like 
as3;Cl and ass;Cl (as = 5) might be employed. 

Now what effect has the application of Avogadro’s hypothesis upon 
this? We weigh equal volumes of the vapours of all the compounds of 
every element, so far as we can volatilize them, and record the weights of 
volumes equal to that occupied by two grams of hydrogen (or rather 32 
grams of oxygen. If O=16, the volume is 22.39 litres, — the gram-molec- 
ular volume) under the same conditions. On inspecting the quantities 
of the constituent elements found by analysis in these weights (now molec- 
ular weights) of all the compounds, we find that no compound of alu- 
minium contains less than 27 grams of the element in the molecular 


Suit CONMSTTTUHNIS OF THE COURSE 165 


III. Use of the Results of Physico-Chemical Investigation. 


Some of our works on physical chemistry have givenso mathe- 
matical an aspect to this subject that the ordinary chemist has 


weight, no compound of zinc less than 65, and no compound of arsenic 
less than 75, and that when the numbers are larger they are always 
integral multiples of these numbers. If we retain our old equivalents, 
but adapt our formule so that they represent molecular weights, we shall 
find A/; (4/= 9), or some multiple of this, in every formula of com- 
pounds containing aluminium and Zmq (Zz = 32.5) and Cy (C= 3) in 
every formula of the compounds of zinc and carbon. The chlorides 
would therefore be 4/3C7?3, ZzgC/g, and CyC/,. To avoid this complica- 
tion, we write Al= 4/7; (= 27), getting the formula AlCl; and we adjust 
the other cases similarly. 

Thus in applying Avogadro’s hypothesis, we have ourselves, in a 
manner, brought valency about. It is not a complication but a simpli- 
fication of our way of representing chemical composition, particularly 
in the case of elements having more than one equivalent. It has 
the additional advantage that, when the atomic theory is introduced, 
it then suggests the consideration of different elements as having 
various capacities for holding chemical units of other elements, and 
leads to the use of graphic formule. The inestimable value of substitu- 
ting a formula like CCl, 


for C,Cl, is seen in the marvellous results which the study of organic 
compounds has yielded. 

Experimentally, valency is the number of grams of hydrogen (or the 
multiple of 8 grams of oxygen) which are displaced by or combine with 
one gram-atomic weight of the element, when the gram-atomic weight is 
the least quantity found in the gram-molecular weights in all compounds 
of the element. 

It may not be out of place to add that experimentally the atomic 
weight of an element is in general the smallest weight of the element 
which is found in the gram-molecule of any compound containing the 
element. The larger weights of the same element found in gram-mole- 
cules of many compounds are always integral multiples (in accordance 
with the principles of combining weights and multiple proportions) of 
this smallest weight. If, as may happen in rare cases, they are not in- 
tegral multiples, a molecule containing one atom of the element has not 
been encountered, and the greatest common measure of the weights 


166 SOME CONSTITUENTS OF THE COURSE 


been inclined to give it a wide berth. It is very certain that 
this side of physical chemistry has no prospect of admission to 
the school course, and may possibly not have been 
hbase at included in the training of the teacher. Its terrify- 
tothe Pupil. ing aspect, however, should not prevent us from 

recognising that many of its results are of the great- 
est interest and importance in connection with the study of 
the most elementary chemistry, and that we are also at liberty 
to help ourselves to the conclusions and leave the more theo- 
retical portions untouched, if we so desire. Perhaps the most 
important use of these results is in the general influence which 
they will have on the teacher’s point of view in all his instruction, 
if he keeps them prominently in mind, rather than in the extent 
to which they may be expressly imparted to the pupil. Many 
teachers, however, are even in favour of teaching some of the 
facts and theories of physical chemistry when occasion offers, 
and when there seems to be a prospect that they will really 
assist the pupil without putting upon him any fresh burden. 
There are certainly some parts of general chemistry in which 
this would seem to be possible. 


found is taken as the atomic weight. This smallest weight passes un- 
divided from compound to compound as far as chemical experiment can 
discover. Whether it is incapable of subdivision is another question. 
In all probability it is. For one thing we cannot conceive of a piece of 
matter incapable of subdivision. Then, too, J. J. Thomson’s work (see 
his very interesting réswmé in an article on Bodies Smaller than Atoms, 
POPULAR SCIENCE MONTHLY, August, I901) seems to have shown the 
actual existence under certain conditions of particles much smaller than 
the chemist’s atomic quantities. The atomic weight is not that of the 
smallest particle that exists, but is simply the smallest subdivision of 
which there is chemical evidence. It will perhaps lead to clearness if the 
idea of a chemical atom being a round indivisible mass is given up, and 
there is substituted for it the idea of a bunch of smaller fragments 
which moves as a whole through chemical transformations. 

Passing over from the atomic weight of experiment to the atom of 
theory, we consider the latter a chemical unit, and not necessarily a 
structural unit, certainly not the smallest particle that can be conceived 
(an absurd phrase). It is the smallest mass of a particular element of 
which we have chemical knowledge. 


SOME CONSTITUENTS - OF THE COURSE -167 


Most of the recent elementary books for secondary schools 
- seem to pay some attention to the experimental side of osmotic 
pressure, and of freezing point and boiling point 44, pesuits are 
phenomena. ‘These subjects form one of the links Capable of 
between chemistry and physics on the one hand, and PPlication. 
between these two sciences and physiology on the other, and on 
account of the important strategic position which Osmotic Phe- 
they occupy, it would seem that any attention they 70mena. 
may receive can be fully justified. 

The decomposition of electrolytes by electricity is illustrated 
in several chemical experiments which are never omitted from 
any course. It seems not unnatural, therefore, that 
some explanation of the phenomenon should be 
given. The electrolysis of dilute sulphuric acid cannot be called 
a decomposition of water by electricity, unless the electrolysis 
of a solution of potassium nitrate is to be described in the same 
way. ‘The statement leaves too much out of account. ‘The 
fact, for example, that pure water and dry hydrogen chloride, or 
dry potassium nitrate, separately, are practically non-conductors, 
and are not affected by the current, shows that solution is 
something more than a mere mixture of the two. Perhaps 
carefully prepared demonstration experiments, with a limited 
amount of explanation, will be found to give more insight into 
this matter than long discussion could do, and effect a great 
saving in time. The drifting of the ions through the liquid, 
for example, can be shown in several ways.’ The formation of 
the ions can be observed when cupric bromide (¢% Richard’s 
Harvard Outline of Admission Requirements, 31), whose mole- 
cules are deep brown or black, is dissolved in water. As the 


Electrolysis. 


1 It is so important that the teacher, at least, should be thoroughly 
familiar with this subject, that he should not fail to assist his own 
study of it by trying experiments for himself. A number of admirably 
devised experiments, most of which are easy to carry out, are fully de- 
scribed by A. A. Noyes in a most instructive paper (JOURNAL OF THE 
AMERICAN CHEMICAL SOCIETY, X XII (1900), 726: reprinted in the ZEIT. 
FUR PHYSIKAL. CHEM. XX XVI.1). Their performance will throw a flood 
of light on the whole subject for any one who is not already familiar with it. 


168 SOME CONSTITUENTS OF THE COURSE 


liquid is diluted, the dissociation of the molecules leads to the 
change of the brown colour of the latter to the blue colour 
characteristic of the copper ions. 

Two additional reasons for some attention to this subject 
readily occur to us. Its relation to physics, and the light which 
the chemical aspect of the matter throws on the knowledge the 
pupil has already gained in the physical laboratory, suggest 
the closer inter-relating of the chemical and physical views of 
the same phenomena by means of the theory which explains 
both. Then, too, the most startling recent improvements in 
the chemical industries have been in the direction of the em- 
ployment of electricity for many purposes. Many manufactures, 
formerly carried out in other ways, are already, or are rapidly 
becoming, largely electrolytic. ‘The preparation of aluminium, 
alkalies, bleaching agents, and chlorates are examples of this. 
We cannot now teach chemistry and avoid frequent mention 
of electrolytic operations, and we cannot well make these 
operations intelligible without some explanation of the theory. 

Double decomposition is an old subject. So familiar is it 
that we do not always realize that it is after all rather remark- 
able. If we cause two salts to interact by heating them, the 
chances are that a most complex action takes place. When we 
mix their solutions the action is almost always simplicity itself. 
The solvent, far from being a mere bystander, has control of, and 
directs the action, so that it takes place rapidly and consists in 
a neat exchange of certain groups. Some explanation of this 
would certainly seem to be not out of place.} 

The treatment of acids, bases, and salts is a difficult problem 
in chemistry. It is difficult even to define the terms (gf Til- 
Acids, Bases, Gen, Hints on the Teaching of Elementary Chem- 
and Salts.  jstry, 66-68). To define a salt, for example, as 
a substance which is made in such and such a way, is to shirk 
the task of defining it altogether. We shall probably have to 


1 In this connection, however, see the work of Kahlenberg, JOURNAL 
OF PHYSICAL CHEMISTRY, V. (1901), 339-392, or abstract in NATURE, 
LXV. (1902), 305. 


SOME CONSTITUENTS OF THE COURSE 169 


say that a salt is a substance which enters into double decompo- 
sition readily and whose solution is an electrolyte. An acid will 
then be a salt of hydrogen, and a base an hydroxyl] salt. The 
theory of ionization throws a flood of light on the behaviour of 
these substances (see, for example, ‘‘ neutralization,” in any 
recent work, on theoretical chemistry, such as Dobbin & Walker’s 
Chemical Theory for Beginners, chapter XIX.). 

In the battery we have again a collection of phenomena which 
are as interesting to the chemist as to the physicist. - The duty 
of furnishing correlation between the different sub- 
jects of study, which is imperative in secondary 
school-work, suggests again the desirability of some use of the 
theory of ionization. ‘This subject, too, is closely related to 
chemistry on account of the way in which the electro-motive 
force produced by various combinations forms a numerical 
measure of the intensity of chemical action taking place in the 
cell.t The order of the elements according to the electro- 
motive series (p. 202) has many applications in chemistry. 

Chemical equilibrium cannot be counted amongst the new 
developments of theoretical chemistry, for its beginnings were 
coeval with the discovery of oxygen, and its prin- chemical 
ciples were clearly understood forty years ago or ¥auilibrium. 
more. A strange reluctance, however, has been shown in 
regard to the recognition of its laws, both by investigators and 
instructors in chemistry. The blunders which have been 
made through failure to pay attention to them are only too 
familiar. The importance of these principles in explaining 
many of the commonest chemical changes may well awaken 
surprise at this strange neglect. The class of actions in which 
they find their chief application, and which must be misunder- 


The Battery. 


1 Liipke, in his Llements of Electro-Chemistry (Lippincott), describes 
and figures a large number of experiments illustrating this subject, and 
this feature of his book makes it most interesting and instructive to the 
reader who has not himself any experimental acquaintance with electro- 
chemical phenomena. A series of experiments in the same subject is 
described by Dr. Lash Miller in the JoURNAL OF PHYSICAL CHEMISTRY, 


IV. 599. 


170 "SOME CONSTITOENTS OF THE COCK 


stood without recourse to them, namely, reversible actions, form 
‘a majority of the changes which the pupil encounters in elemen- 
tary chemistry. ‘The contrary statement, which one so often 
sees, is so palpably incorrect that one can but wonder what limi- 
tation the author was thinking of when he made it. ‘The Brin 
method of preparing oxygen (gf Newth, /nzorganic Chemistry, 
162) by means of barium peroxide and the chemical decom- 
position of mercuric oxide furnish examples at the very outset. 
Most of the chief changes at the beginning of the course are 
reversible, and actions of this class predominate more and more 
as the course progresses. Whether it is judicious to point this 
out to the pupil, or to discuss the consequences of the fact, may 
be matter for discussion. But there is no question that if the 
teacher is not familiar with this fact, and with the whole subject, 
he is likely to fall into egregious blunders, such as stating that 
sulphuric acid is stronger than nitric acid, and enunciating 
quasi-principles of a misleading kind, like the so-called ‘ princi- 
ples’ of precipitation and volatilization. Almost the only way 
to get clear ideas on this subject is to read the treatment of it in 
several different books, and to make some experiments illustrat- 
ing the principle of chemical equilibrium for one’s self. An 
admirable series of experiments, which, for the most part, 
may be performed with simple apparatus, is described by Dr. 
Lash Miller.* 

On the whole, perhaps, after this discussion of some of the 
bearing of physical chemistry upon elementary chemistry, it 
may be a question whether, in the average course, 
time will be found for anything more than a touch 
of the subject here and there. ‘The conclusion is inevitable, 
however, that the teacher himself must be thoroughly familiar 
with the results of physical: chemistry and its application to 


Conclusions. 


1 Lash Miller, Experiments Illustrating Chemical Equilibrium. JouR-— 
NAL OF THE AMERICAN CHEMICAL SocieEty, XXII. (1900), 291. For 
a simple account of the subject, see Carnegie’s Law and Theory in 
Chemistry (Longmans), chapter VII. Cf references to chapters in Muir 
and Carnegie’s Practical Chemistry, dealing with this subject, footnote 
to p. 216, 


SOME CONSTITUENTS OF THE COURSE 171 


ordinary chemical phenomena, if the instruction he gives is to 
be thoroughiy sound. A knowledge of this subject is one of the 
most indispensable parts of the equipment of the teacher of 
general chemistry, whether in school or college. Whatever ideas 
along this line may be communicated to the pupils will certainly 
be given in a very elementary fashion, and will be made 
thoroughly concrete by careful experimental illustration. In 
this way the keenest interest may be awakened. The theories 
will not be given for their own sake as separate topics, but 
strictly in explanation of phenomena that have been encoun- 
tered, and only so far as they simplify and explain these 
phenomena. ‘The teacher who has not had an opportunity of 
studying the subject, however, would do well to omit it from 
his instruction entirely, as there is nothing more dull and valu- 
less than a theory which is not lucidly explained and adequately 
enforced by ‘pat’ application and experimental illustration. 


IV. Shall Qualitative Analysis be Included, and if so in What 
Form ? 


REFERENCES. 


Armstrong, H. E. Presidential Address before the Chemical Society 
of London. JOURNAL OF THE SOCIETY, LXV. (1894), 361. Reprinted 
in part, NATURE, L. 211. 

Brace, Geo. M. An Article on Qualitative Analysis. THE SCIENCE 
TEACHER (New York), II. 173 (March, 1899). 


There is perhaps no question in connection with chemistry 
as a study in the secondary school which has called forth opin- 
ions so sharply opposed to one another as this. The head of 
the department in one of our State Universities says: ‘“‘ If it is 
advisable to have lecture and recitation work, let it be at the 
end of the course, and have the two earlier terms taken up with 
qualitative analysis. . . . If the fortunate state of affairs exists 
that physics precedes the subject of chemistry, I think the 
lecture work as such is of little importance.” This appears to 


172: SOME CONSTITUENTS “OF THE, COURSE 


suggest distinctly that even classroom work in general chem- 
-istry may be dispensed with, under certain conditions, and that 
the whole introductory course may consist in qualitative analysis. 
That, on the other hand, analysis should be excluded entirely is a 
view expressed with equal definiteness by a large number of com- 
mittees and single authorities. What the argument in favour of 
making qualitative analysis the first and almost exclusive subject 
of instruction may be, it would be difficult to say. The statements 
supporting this view seem always to be of the nature of odzter 
dicta. The fact that analysis must at best give but a restricted 
knowledge of chemistry is so obvious that those who hold this 
opinion must do so either from lack of. reflection, or on 
account of the influence of tradition, or perhaps they hold 
their belief simply guza absurdum est. Leaving this extreme 
view out of consideration, however, there are strong arguments 
presented by both parties, and we shall attempt to consider 
both sides. It is assumed, of course, that, in what follows, by 
qualitative analysis we mean the ordinary treatment which 
seems almost invariably to begin with the tests for the ‘ metals’ 
and to confine itself for the most part to wet reactions. 

a. Arguments in Favour of Qualitative Analysis : — There is, 
in the first place, the consideration that the school course may 
in its absence do little towards suggesting the variety of topics 
which is studied under the name of chemistry. The introduc- 
tion of analysis tends to give a somewhat more complete view 
of the science by presenting another aspect of it. 

(It furnishes an excellent training in observation. ) Even if we 
admit that the phenomena of precipitation are not in themselves 
Easy Observa- €xceedingly important, the facility with which they 
don. lend themselves to study by young students gives 
them a certain value. ‘This argument is extremely instructive, 
for the satisfaction with which this sort of observation is made 
depends upon the limitations which the selection of phenomena 
useful for analysis has imposed. ‘The possibilities are strictly 
limited in advance. This assimilates the work to that in Latin 
and mathematics, in which the pupil has become accustomed 


SOME CONSZTITOCENTS: OF FHE COURSE. 173 


to similar guidance, and he welcomes the opportunity to study 
something which has similar characteristics. 

The work exercises the reasoning powers and furnishes 
‘material for simple and sure inductions. 

Analysis furnishes a review of certain parts of the subject 
which have been studied before, and thus assists in crystallizing 
the pupil’s ideas. 

The properties of the substances encountered may be studied 
in connection with the building-up of the analytical scheme, in 
such a way that genuine additions are made to the pupils’ 
knowledge of chemistry and the bald enumeration of precipi- 
tates and colours is avoided. 

(Finally, it is well known that analysis is a subject capable of 
practical application. ‘There is just a touch of something use- 
ful about it which awakens interest on the part of 4 « practi. 
the pupils, and inclines parents and outsiders to cal’ Subject. 
approve its inclusion in the high school curriculum. Of course 
this rests on the mistaken notion so commonly held that chem- 
istry consists in analysing things, and that the scientific chemist 
spends his time in examining groceries for adulterations and 
advising his neighbours in regard to the purity of their drinking 
waters. But it none the less creates a feeling of sympathy with 
the work of the school which has a value of its own The in- 
terest of the pupil is natural, for, although the fact that silver 
chloride dissolves in ammonium hydroxide, while lead chloride 
does not, possesses no native interest whatever, the suggestion 
that this can be used for distinguishing the substances, or as- 
certaining the presence of lead or silver, gives it a powerful 
derived interest and awakens the attention of the scholar at 
once. 

b. Arguments against Qualitative Analysis : —'There may 
be some arguments against qualitative analysis in any and every 
form. There are certainly strong arguments against some types 
of instruction in it, especially those of a mechanical kind. We 
shall assume, however, for the most part, that the topic in its 
best and most rational form is alone to be considered, and that 


174. SOME CONSTITUENTS (OF THE COGKSE 


an inadequate basis in knowledge of the facts and theories of 
the science is the chief defect from which the instruction 
suffers. 

To the first of the arguments just given it is replied that 
chemistry as a science has nothing to do with analysis. 
Analysis is an application of chemistry and an art practised 
with commercial ends in view, or a tool used in the prosecu- 
tion of strictly scientific work. A little of it may enlarge the 
ideas of the pupil, but a greater amount must have a decidedly 
narrowing influence. 

The strongest argument in favour of analysis is certainly that 
which points out the practice it gives in observation, guarded 

by such restrictions that complete and satisfactory 
The ‘ Obser- oP ees ; : 
vation’ Argu- Study is within the powers of beginners. The infer- 
rete ence from this, however, is that other parts of the 
subject should be systematized in the same way, in order that 
gaining a fuller and more complete knowledge of them may be 
put within the reach of the student of the elements. A system- — 
atic yet simple arrangement of certain facts has been made for 
the purpose of analysis; an equally simple and systematic 
working out of all aspects of the subject should be made for 
the purpose of instruction. The commercial impulse has 
caused the former development. The teacher does not yet 
seem to have learned the lesson which this plainly inculcates, 
and, instead of imitating the principle and applying it to the 
whole science, he has simply borrowed the fragment which the 
analyst has worked out for his own purposes, and saved himself 
much trouble by making up from it a large part of his course. 
There is an obvious risk that too much system may lead to 
mechanical work, but it certainly would seem that some im- 
provement of this nature might be made without trespass on 
the zone of danger. 

There is no question that analysis furnishes good exercise in 
reasoning, at least when it is taught in a rational manner and 
not by the mechanical use of tables. Mr. Brace, in the paper 
referred to at the head of this section, explains in an admirable 


SOME CONSTITUENTS OF THE COURSE 175 


way howthe best use may be made of its aptitude for cultivating 
the inductive powers. As the study of the science progresses, 
a record may be made of the solubility or insolubility 
Anns The ‘ Exer- 

of each substance, and in the latter case of the cise in Rea- 
colour and other properties of the precipitate. aa aah 
When the table has been completed, the pupils 
themselves can pick out a method of analysis. They note, for 
example, that three chlorides only are insoluble, and that there- 
fore the addition of hydrochloric acid will lead to the recogni- 
tion of the presence of one of the metals concerned. With but 
little assistance from the teacher or book they may be led to 
work out a complete system of analysis applicable to simple 
cases. There is, as we have said, no question of the rational 
exercise which this procedure gives, but we may be pardoned 
for asking what the subject is on which the reasoning is being 
expended. It is the solubility or insolubility of a large number 
of bodies. Now this question is of but slight interest to the 
‘chemist as a chemist, for so far we have not been able to 
explain most of the eccentricities of solubility. This sort of 
study puts calcium chloride and calcium fluoride in diametri- 
cally opposite classes. It assimilates arsenic and tin, nitrates 
and acetates. | 

Suppose that after a complete study of this had been made, 
the class were next invited to distinguish sticky substances from 
brittle ones. Glue and phosphoric acid would adjust them- 
selves in one group, while salt and napthalene (moth balls) 
would find themselves accommodated in another. Or suppose 
that substances were classified by their colours, iodine and potas- 
sium iodide would part company at once, and sulphur and sul- 
phuric acid would know each other no more. In the same way, 
liquids might be distinguished from the solids. Mercury and 
copper would be no longer classed together as metals, and in this ~ 
remarkable course ice and water would belong to different groups. 
Similarly, if the year was not yet exhausted, odours and specific 
gravities might afford opportunity for careful observation and nice 
discrimination. Devising systems of analysis based on these facts, 


176 SOME CONSTITUENTS OF THE COURSE 


and using them, would unquestionably furnish admirable exercise 

_ for the reasoning powers. ‘The fact is that there are a great 
many ways of making hodgepodge of the chemical relations of 
substances by classification according to physical properties, 
~but the study of chemistry itself cannot possibly be assisted by 
anything which makes havoc of chemical similarities, no matter 
how admirable the exercise it may furnish for the reasoning 
faculties. 

The reasoning of analysis, that by which we distinguish salts 
of silver, lead, and mercury, for example, is exactly like that by 
which, in whist, we infer the contents of our neighbour’s hand. 
Whist might with advantage be substituted for qualitative analy- 
sis, sO far as training of the reasoning powers goes. ‘The mere 
use of chemical bodies and chemical language in a study does 
not make it, z#so facto, chemistry. ‘The valid reasons for study 
ing qualitative analysis, without a foundation far broader than 
any fraction of a year’s work can give, amount to showing that 
it gives good discipline, whether it contains any chemistry or 
not, and that, while being administered to the pupil, it may also 
ve so liberally basted with a chemical sauce as to become a 
good imitation of a part of the science itself. Whist could be 
enriched by incorporating with it some study of the chemistry 
of cellulose and black and red ink, but this would not greatly 
advance its claims to inclusion in a course in the science 
intended to be systematic. 

The argument that analysis may be employed to furnish a 
review of the previously acquired knowledge of the science is 
true to a limited extent only. ‘There are other ways of effecting 
this review which cover the ground much more completely. 

The final argument that the analysis of the high school has 


1 There is still another consideration which affects some schools more 
than others, and some pupils in all schools. It concerns the pupils who 
are preparing for college. If some schools give much analysis, some 
little, and others none, some much general chemistry, some little, and 
others perhaps almost none, the various pupils from these schools can- 
not possibly be provided by any college with a fit course in continuation 
of their previous work. Only those who have devoted a year to general 


SOME CONSTITUENTS OF THE COURSE 77, 
sae ee et ay race 
a possible practical application, and teaches something useful, 
is plausible, but will hardly bear examination. In after-life the 
graduate of the high school hires an analyst if he meted 
wishes any work of this nature to be done. If he ‘Practical’ 
tries his own hand at it, he will quickly discover Sie 
that the course given in the high school is of almost no assist- 
ance in the solution of any practical problem. The subject 
is far too difficult to be treated adequately in a part of an ele- 
mentary course. ‘The fact is that the pupil whose time has 
been taken up with analysis will only begin to discover after 
graduation the utter valuelessness of the supposedly practical 
instruction of which he has been the victim. It will not help 
him in the least to understand what is wrong with the battery 
that works his electric bell when it gets out of order, the way in 
which the dye adheres to his clothes, how mortar and plaster of 
Paris harden and cement sets, why his city dilutes its sewage 
with water to render it innocuous, why writing is more apt to 
fade than printing, how baking powder and yeast act, how 
photographs and fireworks are made, why ‘tin plate’ rusts so 
rapidly when it has started in one spot while galvanized iron 
does not, why hard water uses so much more soap than soft, 
whence and how iron, copper, and other metals are obtained, 
what becomes of all the soda and sulphuric acid that are manu- 
factured, and a hundred other matters which are of interest to 


chemistry can be considered, for they alone can have anticipated any 
appreciable and easily definable portion of college work. The others 
may have anticipated, partially and feebly, portions of several college 
courses, and will perforce have to go without recognition of this antici- 
pation. . : 

A vigorous discussion of the subject of instruction in chemistry, with 
special reference to the place of qualitative analysis, by Professor Arm- 
strong in the presidential address already mentioned (Jour. CHEM. 
Soc. LXV. 361, or Nature, L. 211), will be found particularly instruc- 
tive. He seriously advises the postponement of the detailed study 
of qualitative analysis to the very end of the college or university 
course, after most of the other topics which usually succeed it have been 
taken up. See also Professor Perkin’s vice-presidential address before 
the British Association (Report of the Association, 1900), reprinted in 
NaTuRE LXIL. (1900), 479-480. 


I2 wt teh A oar 


« 
m~ «4 a - 
oe * ~~ a ee* 
ba a e 
f ro Nore ae he aap eins * 6 ew? 
FECL ORR a: ae ert et ee 
* > 3 


178 SOME CONSTITUENTS OF THE COURSE 


everybody, the basis for whose explanation might have been 
_ furnished in the high school course if the time had been better 
employed. 

If such analysis as can be given prematurely furnishes no 
more chemistry than whist (aside from special efforts more or 
less artificially to graft chemical knowledge into 
its study), is no more or less capable of practical 
application than Latin, and positively tends to confuse what of 
settled order the previous work in general chemistry may have 
brought about, why cherish it on account of the opportunities 
for exercise in observation and reasoning it offers when a study 
of chemistry in a broader sense might give the same opportuni- 
ties and be a support instead of a stumbling block in the acqui- 
sition of a knowledge of the science. 

The choice of proper subjects of instruction places a great 
responsibility on the secondary school. ‘The subjects, to speak 
figuratively, should be fit to form little bases of supplies for use 
in after-life, and the treatment should make plain the main 
lines of travel in each subject. If the chemical base is placed 
eccentrically with reference to the science as a whole, and the 
roads with which the pupil is familiarized turn out to have been 
by-ways instead of thoroughfares, the knowledge obtained will 
have been useless, if it does not even prove a burden, in the 
subsequent campaign of life. 

In all this it will be understood that we are speaking of the 
trivial form of analysis, which is the only one it can assume in 
the hands of pupils not possessed of a broad and thorough 
training in general and theoretical chemistry extending over 
one or two years. After such a training, the questions of 


Conclusions. 


genuine chemical interest with which it is replete can be appre- 
ciated, and its study becomes in the highest sense a study of 
chemistry. 

c. Lxercises in Identification : —'The satisfaction and apparent 
success attending the use of qualitative analysis in an elementary 
course show the need of some exercises which shall, if possible, 
possess similar characteristics, while confirming and amplifying 


DUMErCONSTILUENLS OF THE SCOURSE 179 


the knowledge of the subject as a whole rather than harming it 
by the introduction of a side issue. We must have exercises 
furnishing opportunity for observation and reason- 

ing, limited by suitable restrictions; exercises, if ra hopaend 
possible, with an object in view that will awaken the 

detective instincts of the pupil; and exercises that will at the 
same time review and enlarge the knowledge of chemistry. Can 
a study devoted more largely to chemical properties and less 
largely to physical ones than analysis be devised? Some 
teachers are beginning to think so. The attempt to commence 
with the wet reactions for the ‘ metals,’ however, must be 
abandoned. 

Suppose we give a pupil at some suitable opportunity some 
substance like red phosphorus or powdered charcoal, and ask 
him to discover what it is by employing any ex- 
perimental means that occur to him, and to make 
a report showing conclusively that it is the sub- 
stance he determines it to be and no other. In a simple case 
he may guess what the body is from its appearance, but the 
furnishing of a logical proof will nevertheless give him much 
exercise, and result perhaps in repeated rejections of the report. 
Suppose, next, that he is given powdered sodium carbonate, 
common salt, calcium nitrate, or sodium hydrogen sulphite for 
examination in the same way, his task being to discover the 
acid radical solely. Suppose again that later he gets more 
difficult cases, such as potassium chlorate, sodium iodate, 
ammonium iodide, potassium sulphide, or zinc acetate. Familiar 
substances like glycerine, alcohol, soap, and so forth may even 
be given if the chemistry of carbon compounds has received 
much attention. The particular substances employed must natu- 
rally depend upon the elements and compounds that have been 
studied. In each case he is instructed as before to discover 
what the substance is, and prove its identity conclusively by ex- 
periment. It will probably be necessary to give him a start by 
a little discussion of the experiments most likely to give the 
largest amount of information. It will soon be agreed that 


The Method of 
Identification. 


180 SOME CONSTITUENTS OF THE COURSE 


heating a substance by itself in a hard glass test-tube, and again, 
_ in the case of inorganic materials, in a common test-tube with 
concentrated sulphuric acid, are likely to furnish most quickly 
a considerable amount of information. 

When heated alone, few bodies fail to change in some way. 
Sublimation, melting, boiling, and evidence of decomposition 

are all significant and will be noted. If gases or 
penne vapours appear to come off, the pupil will have to 
reflect on proper means of recognising by their 

properties whether they consist of oxygen, carbon dioxide, 
water, sulphur dioxide, etc., or contain more than one of these. 
Then he must decide, when the gas has been identified, what 
substances could have furnished it, and, if possible, taking the 
other facts into consideration, decide what the unknown body 
was. ‘The pupil should be warned to keep the residue from this 
experiment, since, for example, any one of many kinds of 
bodies may be the source of oxygen, and examination of the 
residue to determine what it really was may be the quickest 
way to limit the choice. 

When the body is heated with concentrated sulphuric acid, 
similar observations will be made. Oxygen, carbon dioxide, 
ree sulphur dioxide, etc., may be recognised by specific 
Sulphuric properties. Dense clouds of fumes will usually 
ein indicate the halogen hydrides or nitric acid. 
Coloured solids like iodine and free sulphur may be seen. A 
few salts, such as phosphates and sulphates, will give no visible 
action. Of course everything noticed and the inferences drawn 
will be recorded. If these two experiments do not lead toa 
definite conclusion, the examination of the residue of the former 
will usually assist very materially. For example, it may itself 
be treated with concentrated sulphuric acid.? 

Naturally the reports first presented will almost always be 


1 An account of the inferences which may be drawn from the results of 
these and similar dry way tests will be found inW. A. Noyes’ Qualitative 
Analysis (1898), 54-56, in Valentin’s Qualitative Analysis (1898), 213 and 
231, and other similar works, 


SOME CONSTITUENTS OF THE COURSE 181 


inconclusive. Ifa gas is given off which burns, it will be desig- 
nated hydrogen. When the pupil is asked how he knew it 
was not hydrogen sulphide, he will probably not 
be able to recall any reason. On returning with reetale 
a definite report, say, to the effect that it had no 
odour, he will then be confronted with the suggestion that it 
might have been carbon monoxide, and so a fresh investigation 
will be started. . Or if he reports oxygen, and has not excluded 
the possibility of its being nitrous oxide, the fact should be 
pointed out. If he reports potassium chlorate, he is asked how 
he knew it was not the perchlorate or hypochlorite. Each of 
these questions at once appeals to him, his pride is stimulated, 
and he rushes off to renewed experiment and to investigation of 
his laboratory notes, or, if these fail, of the books provided for 
reference. Of course the success of the system depends upon 
the neighbours in the laboratory receiving different substances, 
and upon the alertness of the teacher in suggesting means of 
making the report more logical and conclusive. This sort of 
work invariably arouses the interest of the pupils to the highest 
pitch, and a single exercise in identification will teach them 
more about chemistry than they have learned in months of 
ordinary instruction, and they will be the first to draw attention 
to this fact. Of course it would have had neither interest, nor 
object, nor possibility of success without the previous drudgery. 
This work is not capable of being arranged in a system so 
simple that its employment becomes mechanical. ‘The range 
of observation is wider than in wet way tests, and Rgenefits of 
chemical knowledge is demanded continually. That this Work. 
it furnishes exercise in observation and reasoning, however, 
does not require to be pointed out. That it takes advantage of 
the various qualities of human nature which hold the attention 
and even awaken enthusiasm, is one of its most conspicuous 
characteristics. That it must furnish a review of most of the 
chemical properties and modes of preparation of the non- 
metals and their compounds, and this in the most practical 
way, is evident. Above all, after one or two attempts at in- 


182 SOME CONSTITUENTS OF THE COURSE 


vestigation of this kind, the pupil experiences a feeling of self- 
- reliance and of: ability really to do something with his chem- 
istry, which is necessarily stronger and more gratifying than it 
would be in the use of a cut and dried system that left little 
room for variety of procedure and independent thought, like 
the common scheme of wet way analysis. It may be added 
that a pupil with but little training will be as successful in this 
work, provided, of course, no cases of exceptional difficulty are 
presented to him, as another who has been prematurely trained 
in formal analysis, and he will usually reach his results more 
quickly, and what is much better, will know precisely how he 
reached them. I have heard of students of analysis spending 
two days in looking for the acid radical in an alloy. Students 
of analysis are in danger of being slaves to the system and of 
using the whole of it every time. They are often like the 
guides to show places in Europe, who get on nicely if they 
are allowed to deliver their accustomed harangue without any 
appeal to their intelligence, but who are paralyzed if they 
allow themselves to be interrupted to answer a common-sense 
question. 

Work of the kind we have described takes a good deal of 
time, but its extreme instructiveness far more than makes up 
for this. If any time remains at the end of the year, there is 
no reason why the process of identification should not be 
extended to the metallic part of the compounds given for 
examination. 


V. The General Content. 


It would be needless to attempt to suggest what other mat- 
ters should make up the course in chemistry aside from the 
Principlesof topics we have discussed. Facts, and many of 
Selection. them, are needed for the foundation of general- 
ization and theory, and for the illustration of the chemistry of 
the important elements and compounds. The selection of facts 
for this purpose must differ in different institutions according to 
the capacities and needs of the pupils, the taste of the teacher, 


SOME CONSTITUENTS OF ‘THE ‘COURSE -183 


and a hundred other circumstances. As a general suggestion, 
however, a statement of the Committee on College Entrance 
Requirements may be recalled, as it is sufficiently important in 
this connection to justify quotation: “ Facts incapable of cor- 
relation should be avoided as far as possible,” and again: “‘ The 
facts should be given as examples from various classes, and not 
as isolated things. Thus to speak of a ‘standard method of 
preparing hydrogen,’ whereby the action of zinc on hydro- 
chloric acid is meant, shows narrow and infertile teaching. It 
should be shown that all acids are acted upon bya certain class 
of metals to produce hydrogen. Examples of both classes of 
metals should be given and the general principles derived. The 
reason for using zinc and hydrochloric acid in the laboratory 
can then be stated.” 

The outline of work for a secondary school course in chem- 
istry, which is most fully worked out in detail, is that prepared 
by the Committee of Nine, to which repeated refer- outtines Sug- 
ence has been made already. They show what, in Bratcd $Y, 
their estimation, is a proper content and order for Bodies. 
presenting the subject, and by useful comments point out the 
relations of the theoretical topics to one another. They indi- 
cate also the way in which experimental illustrations should be 
distributed between the laboratory and classroom. It seems 
to me to be the best outline of what the American high school 
can and should be expected to do. Excellent scientific judg- 
ment and practical knowledge of the condition of the schools 
are shown at every point in the report. 

The syllabus of the Examination Board of the Association of 
Colleges of the Middle States and Maryland is founded upon 
the report of the Committee on College Entrance Require- 
ments. It is much less detailed than the above, but the scope 
of work which it indicates is practically the same. A useful list 
of laboratory experiments, which is well selected and represen- 
tative, has been appended by the Examination Board. 

The syllabus issued by the Regents of the University of the 
State of New York cannot be commended without reserve, 


184. SOME CONSTITUENTS OF THE COURSE 


The laws of chemistry seem to receive too little consideration. 
The only one of the quantitative laws mentioned is that of 
definite proportions, yet they presently ask for a knowledge 
of the “theory of valency” which cannot be obtained without 
the study of Avogadro’s hypothesis, and all that it implies. 
They include also the atomic theory, although there is noth- 
ing which calls for the use of this theory so long as the sub- 
jects of multiple proportions and of equivalent proportions are 
omitted. The laboratory work which is suggested is too brief. 
It contains also nothing on the chemistry of the metals and 
their compounds, and none of the fundamental principles of 
the subject are illustrated in it with the exception, strange to 
say, of the law of mass action. Even this is referred to, how- 
ever, in so questionable a way (see Experiments 15 and 24), 
that it might better have been omitted. Of course every- 
thing depends on the use which a teacher may make of any 
outline, but this one certainly does little to discourage dis- 
jointed work and the neglect of the principles for accumulation 
of facts. 

The detailed statement of the admission requirements to 
Harvard College contains much theory in proportion to the 
number of facts. It is exceedingly well put together and 
highly instructive. Probably the explanation of the emphasis 
upon theory may be found at least as much in the nature of 
the instruction in the college itself as in consideration for the 
needs of the pupils in the secondary school who may never go 
to college at all. 


VI. The Selection of the Text-Book and Laboratory Manual. 


This subject is closely connected with the last, and the choice 
of books must depend on so many circumstances that definite 
recommendations cannot be made. It may be useful here, 
however, to recall the points bearing on this question which 
have been discussed in the present volume, and to summarize 
them in their application to the choice of books. Naturally 


SOME CONSTITUENTS OF THE COURSE 185 


these statements are intended to apply to the average case 
only, and in common with all statements on difficult questions 
like this, must be subject to numerous exceptions. 

In general, a book which gives a, plain account of the sub- 
ject without too much pedagogical pretence will be best suited 
to the use of the teacher who knows his subject: /qne text- 
It is unnecessary to say that it should be accurate, Book. 
and not only accurate in its statements, but it should present a 
view of the science as close to that occupied by the scientific 
chemist as is consistent with its elementary character. It 
should deal almost exclusively, so far as facts go, with the com- 
mon elements, and a not too numerous selection of their 
prominent compounds. Works of reference can be used for 
amplifying the information which it gives. 

The spirit of the book should be inductive; the laws should 
be carefully explained as summaries of facts which have been 
given and in close relation to them. ‘Theories should likewise 
be closely related to facts and should follow them. The gen- 
eral treatment should be connected, logical, and lucid, and 
should make the unity, rather than the diversity, of the sub- 
ject apparent. 

The book should treat of general chemistry in a sound 
fashion and as a pure science. It should not, for example, 
be arranged as an introduction to analysis. 

Formule should be kept in their proper places, and shown to 
be receptacles for the results of the study of each action. They 
should not in any sense appear to be themselves the end of 
study in chemistry. ‘The way in which the facts are translated 
into formula, as a sort of language or shorthand for expressing 
them, should be explained clearly, that no misunderstanding 
may arise. 

The outline of laboratory work or laboratory manual should 
fulfil the requirements which we have discussed in Chapter IV. 
It should plainly exhibit coherence in the study of he taora- 
each topic, or at least should be capable of yielding tory Manual. 
results in which this coherence may be brought out. The out- 


186 SOME CONSTITUENTS OF THE COURSE 


line of each experiment should be a thoroughly sufficient guide 
to the pupil, without being overburdened with detail, and with- 
out foretelling the result; the manner of presentation should 
encourage and assist thought ; the selection should be judicious ; 
and, above all, the principles of the science should be illustrated, 
as well as the facts. 


\) 


CHAPTER VII 


THE LABORATORY, EQUIPMENT AND ILLUSTRATIVE 
; MATERIAL 


REFERENCES. 


Whitney, E.R. Equipment of Secondary School Laboratory. High 
School Bulletin No. 7. Albany, N. Y., The University of the State of 
New York. Pp. 665-675. The whole of the paper is valuable and has 
furnished many suggestions for this chapter. 

Arey, A. L. Management of Laboratory Classes in Chemistry. Jdid. 
Pp. 676-678. 

Gibson, James H. Selection and Care of Apparatus. High School 
Bulletin No, 1. Albany, N. Y., The University of the State of New 
York. Pp. 362-366. 

Catalogues of dealers in laboratory supplies. 


THE attempt should not be made to give instruction in chem- 
istry in any school which is not provided with a laboratory 
fairly well equipped for the purpose. It should certainly never 
be taught without laboratory work, and a poorly furnished lab- 
oratory means prodigious loss of time both to the pupil and to 
the teacher, and many difficulties in discipline and class manage- 
ment. If, however, the authorities insist upon the teaching of 
the subject when no laboratory exists, a strenuous effort should 
_be made to provide some tentative arrangement of an inexpen- 
sive kind in order that this indispensable feature may not be 
entirely omitted. 


I. Accommodations required. 


First in order comes the laboratory itself, which should be 
large enough to hold the necessary furniture and provide plenty 
of space for the moving about which the work entails.1. Close 


1 For full Ciscussion of the arrangement of benches with reference tg 
space and light, see Minot, SclENcE[N. S.], XIII, (1901), 412. 


188 THE LABORATORY 


to this should be the store-room, which should not be made too 
_small, if perfect order is to be kept amongst the material it 
contains. A large well lighted closet may per- 
haps serve this purpose in a small school. The 
classroom will probably be shared by other classes in physics 


Rooms. 


and perhaps biology. A private room for the teacher is indis- 
pensable. A balance room, with shelves resting on brackets 
attached to the walls, is extremely desirable, as the distraction of 
attempting to weigh in a crowded laboratory interferes with 
care and exactness. ‘The fumes of the laboratory also damage 
the instruments. A dark room for photographic work is a 
convenience. 

It is needless to say that all the rooms should be well lighted, 
provided with sound-proof floors and partitions, and perfectly 
ventilated. Artificial ventilation by fans is the best, if it can be. 
had. Aside from the ordinary heating arrangements, live steam 
for the production of distilled water and for the steam baths 
will be required. The rooms should be furnished with gas 
connections for lighting, and the tables and hoods with light- 
ing or fuel gas for experimental work. Water should be pro- 
vided on all the tables and in the hoods, and electrical connec- 
tions are desirable. . 

One of the prime necessities is a willing and intelligent jani- 
tor, and the maintenance of perfect cleanliness through his 
efforts. Mr. E. R. Whitney puts this exceedingly 
well when he says: “The activities of the pupil 
are largely influenced by his surroundings. There is an 
intimacy between environment and conduct, and character is 
the outgrowth of conduct. A dirty, poorly lighted, inconven- 
ient room, though designated as a laboratory, containing broken 
apparatus and dilapidated furniture, breeds slovenliness, disorder, 
and degradation. Bright, cheerful rooms, kept neat and tidy, 
supplied with good apparatus and inspiring pictures, will be a 
powerful aid toward the formation of high ideals and the 


arousing of noble aspirations.” 
“=> 


The Janitor. 


2 


THE LABORATORY 189 


II. Laboratory Furniture. 


a. Zhe Desks : — These should be three feet in height with 
tops two feet wide, and the working places should be three feet 
six incheslong. The total length of a desk will de- 
pend on the size of the room, but should in no case 
contain more than four or five places. The desks may be 
placed back to back in pairs. The tops may be made of some 
hard wood. Paraffin should be ironed into them. This fur- 
nishes almost perfect protection from damage. Plate glass 
(three-eighths of an inch thick, resting on rubber), slate, and 
tiling, are frequently employed. Perhaps the best material is a 
form of soapstone, made by the Alberene Stone Co., Chicago. 
It is indestructible. Glass apparatus is not more liable to break- 
age where it is used than when wood is employed. ‘The tops of 
the tables should be clear, the shelves and connections being 
carried sufficiently high above them to make cleaning easy. 

As more than one section may occupy the room, the space 
under each place should be divided vertically. For two sec- 
tions, two cupboards with one or two drawers above each will 
provide accommodation for the apparatus. If there are more 


Desks. 


sections than two, or if economy in equipment is desired, one 
cupboard containing the less breakable materials may be used 
by all the occupants in common, and from four to six drawers, 
occupying the other side, may be assigned to different indi- 
viduals, according to the number of sections. Combination or 
ordinary locks or padlocks, to which the teacher carries a 
master key, will be necessary on all cupboards and drawers. 

A shelf running down the centre of each double desk will 
hold a few reagents. Glass shelves with iron supports are ad- 
mirable. They obscure the light less than wood, and are not 
harmed by acids. Six bottles containing the three 
common acids in diluted and concentrated form, aoe 
and three containing solutions of sodium and ammonium 
hydroxides and sodium carbonate will usually suffice for 
general chemistry. The stoppers of the last three bottles should 


190 THE LABORATORY 


be covered with paraffin, or rubber stoppers should be substi- 
_ tuted for them. Ordinary glass stoppers continually become 
fast in the mouths of the bottles, which are broken in large 
numbers in the attempt to open them. 

The fuel gas may be led in a horizontal pipe under the shelf, or 
vertical pipes may rise to the surface of the table and terminate 
Gasand in a piece carrying four narrow exits for rubber tube 
‘Water. connections. ‘The sinks of alberene may either be 
placed in the corner between two adjacent and two opposite 
places, thus serving for all four pupils, or at the ends of the 
desks. In the latter case, an open trough, lined with lead or 
alberene, running down the centre under the shelf, is useful. 
Narrow exits for water placed over the trough furnish means 
for attaching condensers, and should be threaded for carrying 
water pumps. In any case the water faucet over the sink 
should be placed somewhat high, to prevent breakage of appara- 
tus. It is exceedingly important that the exit of each sink 
should be provided with a cap perforated at the top, in order 
that at least an inch anda half of water may always remain 
standing in the sink. Thus strong acids are diluted before 
entering the lead pipe, and solids have an opportunity to settle. 
With this arrangement, ordinary lead and iron pipes will serve 
for the drainage of the laboratory, and will last for years. 
Without these caps the pipes are quickly eaten away, and be- 
come plugged up as well. 

If they can be accommodated, recesses for the stools and 
the waste jars,’ of which there should be at least one to every 
Other four working places, may be provided under the 
Fittings. desk. Sometimes economy in equipment may be 
effected with little loss in convenience by the use of projecting 
strips of, wood perforated with two or three holes to serve as 
filter stands, and by fixing iron rods in the table to take the 


1 Buckets, “ Buggy pails,” made by the Indurated Fiber Co., Water 
Street, Chicago, are cheaper than stone-ware jars, look better, and last 
as long. The same firm makes “ Keelers,” circular, flat-bottomed, shal- 
low vessels, which make excellent pneumatic troughs. 


THE LABORATORY I9I 


place of ring stands. Rods eighteen inches long and three- 
eighths of an inch in diameter will cost little, and will serve the 
purpose very well. The invention of some form of accommo- 
dation for the laboratory directions and note-books, which would 
not interfere with the use of the drawer or cupboard, or with 
the work being performed, would confer a boon upon the stu- 
dent in chemistry. 

When gas can be obtained, the Bunsen burner will naturally 
be used for heating. In the absence of this great convenience, 
a small apparatus for making gasoline gas is a substi- 
tute, which, however, is only moderately satisfactory. 
A convenient acetylene generator, and a special form of Bunsen 
burner for use with it, are made by J. B. Colt & Co., Boston. 
The alcohol lamp is feeble and expensive ; it may be supple- 
mented by the use of a gasoline blast’ when higher tempera- 
tures are required. For many purposes, ordinary small kero- 
sene stoves (see figure in Cooke, zdzd., 193) will be found 
useful in the absence of gas. 

b. Zhe Hoods :— ¥or the performance of experiments in- 
volving the evolution of noxious vapours, well-ventilated hoods 
should be provided. One section of a hood will 
be required for every four or five workers. In 
some cases, the hoods are placed on the desks, in others, along 
the side of the room. Flues, in the lower openings of which 
gas jets can be lighted, will serve the purpose in the absence of 
better means of ventilation. If connection with a fan is pos- 
sible, however, it should be made. The floors of the hoods 
should be clear in order that they may be easily cleaned. Gas 
and water connections are best placed below the floor of the hood, 
close to the front, and the rubber tubing for attachments is passed 
through a smail hole opposite each stop-cock. One or two 
pipes for waste water should rise at the back of the hood and 
open flush with the surface. At least one sink should be ac- 


Burners. 


Hoods. 


1 Convenient forms of this, which work satisfactorily, are listed and 
figured by the Chicago artes Supply and Scale Company, 39 W. 
Randolph St. 


192 THE LABORATORY 


commodated in a hood in order that ill-smelling liquids may be 
_ disposed of without discomfort to the occupants of the room. 
It should be fitted in the same way as the other sinks. 

c. Zhe Side-Shelves: — Conveniently accessible shelves 
should be placed against the wall for the accommodation of 
chemicals. The solids used in considerable quan- 
tities may be placed in large stoppered bottles 
(say one litre). For most of the chemicals smaller bottles 
(say 200 c.c.) will be sufficient. The liquids may be accom- 
modated in half-litre bottles. The reagents should be carefully 
labelled and arranged in alphabetical order, according to some 
definite system, upon the shelves. ‘The bottles and their places 
on the shelves should be numbered consecutively with asphalt 
paint. The labels should be painted with melted paraffin to 
prevent defacement. It will be found that the books of 
printed labels usually employ an unsystematic and often incor- 
rect nomenclature, while the formule they give are frequently 
erroneous. 

The solutions should always be made of a fixed concentration, 
which is marked plainly on the label. It is better to furnish 
ready-made solutions than to direct the student to make them, 
except in the case of special exercises, as the latter method 
gives uncertain results, and always entails great waste of mate- 
rials. It should be noted that more than one solution of the 
same substance, differing in concentration, is sometimes re- 
quired, and that in general the best concentrations are not the 
same as those used in qualitative analysis. 

A list of the chemicals required can hardly be given, as it 
must vary somewhat with the work. Many text-books? furnish 
a list of materials needed. As regards special substances, it 
should be noted that red phosphorus can almost always be 


Reagents. 


1 Forexample, Williams, Z/ements, 398; Perkin and Lean, 327; Newell, 
381; Young, Suggestions to Teachers, 42; Cooley, Laboratory Studies, 139; 
Shepard, Zlements of Chemistry, 343; Nicholson and Avery, Laboratory 
Manual, 125. Torrey, 475,and Arey, Elementary Chemistry, xi, give lists 
of apparatus only; the others, apparatus and chemicals as well. 


THE LABORATORY 193 


employed as well as the yellow variety, and is much safer to 
handle. A solution of ferrous sulphate had better not be fur- 
nished, as it rapidly oxidizes. In place of solid ferrous sulphate, 
ammonium ferrous sulphate is preferable, as it keeps much bet- 
ter, and is not, therefore, so liable to give misleading results. A 
solution of this double salt containing a little sulphuric acid will 
keep for months without much oxidation (Noyes). <A solu- 
tion of tartaric acid should be made immediately before use, 
as moulds grow in it when the attempt is made to keep it on 
the shelf. 

d. Other Laboratory Furniture: — A cabinet containing 
drawers divided into compartments and filled with corks of 
various sizes is necessary. In the same place Wiel. 
accommodation may be found for pliers, files, neous Fur- 
copper wire (thick and thin, say Nos. 16 and ™tre. 

22), and cork borers, all for general use. 

A broad shelf attached to the wall, or a small table, furnished 
with gas connections and covered with asheet of asbestos board, 
will serve for the blast lamp. 

An ordinary table for readers and a book-shelf for the most 
necessary works of reference should not be omitted. The books 
will be used ten times more, if placed in the laboratory, than if 
they are to be found in a separate room only. ‘The carrying of 
the books to the working places, however, should be forbidden, 
as otherwise they are sure to be damaged. 

A blackboard, and, if the method of filing note-books in the 
laboratory is adopted, a shelf near the door, complete the 
furniture of the room. 


III. Laboratory Equipment. 


For the general service of the laboratory, an apparatus for the 
reparation of distilled water will be needed. If the steam is 
sufficiently clean, any tinner can make an appara. 
tus for its condensation at small cost. The worm 
should be made of tin pipe, as this metal is least affected by 


The Still. 


194 THE LABORATORY 


water and air. If steam is not available, the necessary boiler, 
preferably of copper, can be made to the order of the teacher. 
“Many different varieties are on sale. A very compact one is 
made by Richards & Co., New York. It should be placed near 
asink with running water, in order that the supply of cold water 
for condensing the steam may be readily attached. 

As each pupil is provided with but one burner, it is a great 
convenience to have a large steam bath for general use. In 
quantitative experiments some kind of steam bath 
is practically indispensable, and a large one is less 
expensive than many separate small ones. After trial of many 
forms, I have found that the following arrangement is perfectly 
effective, runs practically without any attention, and can never 
dry up, and so suffer damage from overheating. It consists of a 
rectangular box of sheet copper, four inches in depth, and of 
size according to the needs of the class and the space in which 
itis placed. The cover is carried upon feet projecting to the 
bottom of the box, and reaches to within a fraction of an inch of 
the top. It is perforated with openings one and three-fourths 
inches in diameter for the accommodation of the evaporating 
dishes. An ordinary iron pipe, one-half inch in internal diam- 
eter, closed at one end and perforated at intervals of an inch 
and one-half, rests diagonally on the bottom. At the open end 
it rises vertically and projects through a hole in one corner of 
the lid. At this point itis connected with the supply of steam. 
The outflow pipe for the accumulating water is attached so that 
its lower side is about an inch below the lid. This bath should 
be situated in one of the hoods, with the overflow discharging 
into one of the pipes provided for waste water. The whole 
apparatus can quickly be taken apart if cleaning is required. 
The steam connections should include a suitable valve to pre- 
vent the return of the water into the steam-pipe, if the supply 
of steam in the building should be shut off. Large sand baths 
are sometimes used in laboratories, but they become filthy from 
the spilling of material into them, and are difficult to clean. 
Luxuries, like electrically heated plates, are usually beyond the 


Steam Baths. 


THE LABORATORY 195 


reach of the school laboratory. ‘They are very convenient, 
however. 

A pair of scales and weights for rough weighings will be 
needed. The platform variety, with a sliding weight which 
takes the place of the ordinary weights up to five 
grams (see figure in Newell, 12), 1s. the best. 
The small weights up to five grams will infallibly be lost, prob- 
ably during the very first exercise, if the common form of 
scales is used. 

Foot bellows and a blast lamp, a barometer and a thermom: 
eter, are among the other necessary articles. In experiments 
which require large quantities of certain gases, much time is 
saved by the use of generators, or by furnishing the gases in 
the liquid or compressed form. Kipp’s generators! are the 
most commonly used. Oxygen compressed in cylinders, and 
liquid sulphur dioxide in glass bottles resembling siphons in 
appearance are also obtainable. 

The balances have already been discussed (p. 116). The 
chief source of trouble is the tendency which the pupils have to 
lose the small weights. If a sufficient number of sets of weights 
can be afforded, each pupil should receive one, and thus be 
held individually responsible for its return in complete form. 
If a more delicate balance is required for any special purpose, 
the Sartorius balance, No. 3 (the less highly finished pattern), 
will be found sufficiently delicate for all quantitative work. 


Scales, etc. 


IV. Apparatus and Chemicals and the Store-Room. 


While the labour of managing this necessary accompaniment 
of the teaching of chemistry is exceedingly irksome, there is 
nothing which contributes to making the work suc- 

: j eed. System for 
cessful more than a businesslike organization of Distribution 
the way in which the materials are handled. Each bohama sabe) 
pupil should be furnished with a set of the apparatus of which 

1 For an inexpensive generator, modified from a design of Ostwald’s, 
see AM. CHEM. Jour., XXI. (1899), 70. Another form is described 


in SCHOOL SCIENCE, I. 88; a chlorine generator is described by Cornish, 
loc. c#t., 21. See also Peter’s Modern Chemistry, 373. 


196 THE LABORATORY 


he stands most commonly in need. Apparatus which he re- 
quires but seldom may be drawn from the store-room, and its 
prompt return should be exacted. In order that the pupil 
may feel his complete responsibility for the preservation of the 
materials, and may use them with care and lock them away 
systematically after work, it is a good plan to furnish him at the 
beginning with a printed or mimeographed list of the mate- 
rials he has received. ‘This may also show the price at which, 
when the apparatus is checked up, all articles missing, whether 
through having been broken, lent, or left lying about, will be 
charged. After comparison of the list with the apparatus, the 
former may be signed by the pupil and returned to the store- 
room, where it is kept as a receipt. At the end of the year, if 
everything is returned undamaged, no charge will be made.* 
There are, however, some pieces of apparatus, such as towels, 
files, and wire gauze which, if furnished at all, necessarily can- 
not be issued again after they have once been used. The 
Bunsen burner and clamp, also, usually become corroded dur- 
ing a year’s use, and, if given out again uncleaned, any damage 
which may occur to them will be attributed to the previous 
user. It is a good plan, therefore, to have these articles com- 
pletely renovated during the summer vacation in order that 
nothing but fresh apparatus may be given out.? 

On the opposite page is shown, on a reduced scale, a sheet 
like that whose use has been suggested. ‘The lower portion 
Vict ned contains materials which are unreturnable, and are 
Blanks. paid for at once if not furnished by the pupil him- 
self. In filling this sheet, all the items which could possibly be 


1 Since the handling of money by the storekeeper is inconvenient, 
the best mode of securing payment for broken apparatus and for non- 
returnable materials is to require a deposit with the treasurer of the 
institution. In exchange for this the pupil receives a breakage ticket 
arranged so that the storekeeper may cut off the value represented by 
each transaction. Any balance is redeemed at the end of the year after 
the set of apparatus has been turned in and checked up. 

2 The Chicago Laboratory Supply & Scale Co. makes-a special 
business of this renovation. 


THE LABORATORY 197 


OUTFIT FOR GENERAL CHEMISTRY STUDENT. 
Desk No. Locker No. Diaiens19G 


ARTICLES RETURNABLE. — The articles on the following list are loaned to 
the student and they must be returned at the end of the course clean, dry, and 
in good condition. If any article is observed to be missing, @goken, or in poor 
condition, report same to storekeeper immediately ; and if any such article can- 
not be replaced at store-room, a line should be drawn through the name of article, 
for no allowance will be made after sheet is signed, Other supplies may be had 
as needed at store-room, where posted rules should be read, After checking this 
list carefully, sign your name in full and return this sheet to store-room as 
soon as possible. 


Laboratory 


@ @ 
MeOAuG, Date es fe cies) nsf d2 | x, Burettée, so Cc... ct al tnt § ays 
r Pneumatic Trough. ... . .50 1 Burette, 25 c.c. 3 .50 
Li pod pear. et eee a ms “45 1 Graduated Cylinder, x 100 C.C. : -48 
1 Iron Stand, small a auaee te. ae <25 te bilask,11216/C,Gaesgne A : .10 
3 Iron Rings, BYSIZESimieg tc) seis +10 I Flask, 250'CiCie «nem te Lact i +14 
ToC lamp, Holderness 3) < -20 I Flask, BOOIG.Callaie al Page are 
1 Burette Clamp . . ANH +45 I Distilling Flask, 30 cen - 07 
1 Universal Clamp, small... -45 | 1 Dropping Funnelsspocnits .. 75 
s Mohr! Pinch Clamp.” .°. 5. -06 TEs LUNN eCL pROsINIco teas tae mens -06 
1 Hofmann Screw Clamp .. . +20 Lune beeen he .08 
1 Crucible Tongs, iron . . . . eS t Funnel, roomm.'. . =. + % 09 
1 Deflagrating Spoon ... . are, 1 Funnel Stand . . . 45 
Tiron Crucible. ies) 6 «sys =25 4 Squares of Glass, 5 x 5 ¢ cm. A -02 
1 Bunsen Burner. . . +. . -30 | 2 Side Neck Test Tubes . . . 05 
Pelest: Lube older im 4. 4 &: -o8 | 2 Hard Glass Test Tubes. . . 06 
x Graduated Rule. - ... . -o8 | 12 Test Tubes, 130mm. . : . SOF 
ESPEIWeignts qiva ss) sl ee) a 850 | 12° Test’ Tubes, 180mm: .) 4): 01g 
x Horn Spatula. ~: 2 Nek .10 pobest Lube! Rack wy -< fis arte 45 
1 Sponge. . Mie Bee -20 13 Dhermometer omc. ie.  <T-00 
1 Porcelain Boat ee ae .12 t Thistle Tube .. ‘ 05 
1 Porcelain Crucible, Noon 200. ere 1 Hard Glass Tube, ro ‘inches : -10 
1 Evaporating Dish, No.co . . -10 | 2 Marchand’s CaCly (ubesiee = 26 
1 Evaporating Dish, INO; Tawi 1s 1 Watch Glass,58mm. .. . -03 
1 Evaporating Dish, NON 3 tee is 16) }s2£. Watch Glass,’75 mm, | = |< -06 
zPorcelain Mortar.) -.. =  9.35.| 1% Watch Glass,100mm. . . . 10 
1 Nest Beakers, without lip, wlilesround. .t)2 ss 20k) -08 
Nos. pe Wo ares th AXP eit ae BAe at Be a -10 
vo tis ToPairiShearseauecn en ye hee oc 2 
2 abs ee Mouth, 250c.c. cose ueraClave Urianelem slams mrs! 4.6 ge 
4 Bottles, Wide Mouth, 250 CCar .05 Gas Tubing, 2 feet . . 14 
1 Bottle, 1000 c.c. . ae ae t Desk Key and Padlock, No= -50 
1 Rubber Stopper, 2- Sholed hs. 08 t Locker Key and Padlock, No. — 


Local address : 
Homemcdress.._ ts ES (Sign here) 


ARTICLES NON-RETURNABLE. — The articles on the following list must be 
paid for at once, with Chemical Laboratory breakage ticket, which must be ob- 
tained from . The student may return any of these articles when he 
takes the desk, if he already has them, or if he cares to get them elsewhere. 


File, triangular... . . §.08 | 6 Inches Rubber LRUIne, Ps 
Test Tube Brush . .¥. 07 inches. . Mites Be-O2 
Wire Gauze .). me 3; .06 | 5 Feet Glass Tubing . Pabint a8 Meo 05 
Towel . s702 (05) beet Glass Rodding= i2yy (5.5. 05 
Sheets Filter Paper, No. 595) 

ATEKAS A CINSN) aithig yc Rite ae .05 Lo taleraay titer ae -48 


Date 19 (Sign here) 


198 THE LABORATORY 


furnished for use in general chemistry have been included. 
.Many of the articles, while adding to the convenience of the 
worker, or of the teacher, as in the case of the weights, may be 
omitted, in order to save expense, without damage to the effec- 
tiveness of the work. Indeed, all the ordinary purposes of the 
secondary school course may be served by a list little more than 
half as long. Another much smaller form may be used when 
single articles are obtained from the store-room. These signed 
slips being filed, the location of the various pieces of apparatus 
is always readily ascertainable, and the responsibility of some 
pupil for their return is fixed. 

The teacher, unless his class is an exceedingly small one, 
should not be burdened with the task of attending to the store- 
room. His place is in the laboratory, and his presence can 
never be dispensed with for a moment. ‘The loss will be not 
so much to the teacher as to the efficiency of his work. An 
attendant for the few hours during which the laboratory is most 
in use will probably not be difficult to find. 

The store-room should contain a key-board for the keys of 
all desks, lockers, and rooms in the building, unless this is kept 
in the teacher’s private room. It is convenient 
also to have in it some articles which are useful in 
preparing the materials used in the laboratory, such as a pair 
of tinner’s shears, an iron mortar, and sieves with meshes of 


Keys. 


various sizes. 

In the matter of apparatus, the chief necessity is to have an 
ample supply of the smaller articles which are most used. 
Sourcesof  Xpensive pieces of apparatus can always wait until 
Apparatus. the stock of the other more necessary articles has 
reached a sufficient size. Most of our glass apparatus is made 
in Germany or Bohemia, but recently the manufacture of very 
good articles at reasonable prices has been begun by Whit- 
all, Tatum & Co., of Philadelphia. In ordering apparatus for 
general chemistry, care should be taken to secure flasks with 
relatively wide mouths, and, if possible, to have the glass tubing 
and the stems of thistle tubes, etc., all of the same size, in order 


THE LABORATORY 199 


that constant boring of new corks may be avoided. In general, 
apparatus of thin glass should be preferred. Clamps, burners, 
and other hardware convenient in form and economical in price 
are made by the Chicago Laboratory Supply & Scale Co.! 

Unless very large quantities are needed, chemicals may be 
bought without disadvantage in this country. Baker & Adam- 
son of Easton, Pennsylvania, make chemically pure 
articles for analytical work. Except in the case of 
the common acids, and a few materials which may be bought of 
a wholesale grocer, it is better to buy chemically pure materials 
for all purposes. 

The teacher of chemistry must be a person who is not simply 
interested in learning, but must be willing to give a good deal 
of time to the management of the material equip- care of 
ment of his department. The utmost system and Fauipment. 
order which circumstances permit should always be maintained. 
Articles of metal should be watched to see that they do not 
corrode, and proper measures should be taken for their pro- 
tection if the fumes inseparable from the laboratory seem to 
have reached them.? 

While, for the reasons stated at the opening of this chapter, 
a good equipment is exceedingly desirable, it should not be 
forgotten that much may be accomplished at very little expense 
when more means cannot be obtained. The teacher is more 
important than the laboratory, for a good teacher will know 
how to use and improve even a poor equipment. A good 


Chemicals. 


1 The following are amongst the prominent dealers who furnish 
apparatus and chemicals of all kinds: Eimer & Amend, New York; 
Richards & Co., New York; Queen & Co., Philadelphia; Henry Heil 
Chemical Co., St. Louis ; Sargent & Co., Chicago; L. E. Knott Apparatus 
Co., Boston; Bausch & Lomb, Rochester. The catalogues of these and 
other firms, which are usually illustrated, give much information in 
regard to apparatus. These firms, as well as the Chicago Laboratory 
Supply & Scale Co., undertake duty-free importation of apparatus and 
chemicals. 

2 A valuable article on the care of apparatus by Inspector James H. 
Gibson is published by the University of the State of New York. High 
School Bulletin, No. 1, 362-366. 


200) - THE LABORATORY 


deal may be done with ordinary deal tables, a few bottles, and 
domestic substitutes for some apparatus. Some suggestions 
on this head will be found in Cooke’s Laboratory Practice, 9 
and to. 


V. Classroom and its Fittings. 


This room will probably be used in common with teachers 
of other sciences. It should, therefore, be provided with a 
The Lecture. Jarge desk on which there shall be room for the 
Table. apparatus and specimens required for illustrating 
the work of more than one class. The top of the desk should 
be for the most part perfectly clear, in order that an uninter- 
rupted view may be had of everything upon it. The gas and 
water supply may run along the under side of the edge next to 
the teacher, and small holes through the top opposite the various 
stop-cocks will furnish means of making connections through 
the use of rubber tubes. There should be a sink at one end of 
the table, at least, and several water faucets should be provided, 
one being used for the attachment of a water pump arranged 
so as to produce a vacuum or to furnish compressed air. 
Underneath the table convenient cupboards and drawers for 
the apparatus used in demonstrations will be required. For 
most purposes a pneumatic trough with glass sides, so that every- 
thing may be visible, is preferable to one lined with lead and 
sunk in the table. Shelving for acids and other chemicals 
should be placed in a convenient position. ‘The hood, which 
should be connected with the ventilating system, may be placed 
behind the blackboard. The latter can be raised when the 
hood is in use. Openings in the table provided with a down 
draught and proper means of securing the removal of gases 
generated in the course of experiments are almost indispensable. 
In order that no time may be lost in preparing the apparatus 
for demonstrations, or in exhibiting the experiments, no con- 
veniences which can be obtained should be omitted. 

The seats may be placed on steps three feet in width, and 
each rising six or eight inches above the one in front of it. 


SHED LABORATORY 201 


Chairs with tablets facilitate the taking of notes. The windows 
should be provided with grooves and opaque shades in order 
that the room may be darkened when necessary, {Lecture 

and some arrangement should be provided for the E*periments. 
exhibition of charts. Most of the apparatus used in demon- 
strations will be the same as that employed in the laboratory, 
excepting that everything must be on a larger scale. The 
nature and use of the necessary apparatus is described and the 
apparatus itself is figured in the works of Newth and Benedict 
already mentioned (g< p. 134). The more important special 
articles will be a number of cylinders of various sizes, chiefly 
used in experiments on gases, large test glasses, which are use- 
ful in showing precipitations, and Hofmann’s apparatus for 
exhibiting the volumetric composition of various substances.’ 
For class experiments with electricity, the storage battery is 
much more convenient than any other, and is in the end much 
cheaper, if means of charging it is available. Seven cells, with 
plates five and a half inches square, will be found sufficient for 
all ordinary experiments, and the whole of these will not always 
be employed. A stereopticon for projecting lantern slides and 
some experiments is very convenient. ‘The growth of crystals, 
for example (ammonium oxalate is a good substance), is diff- 
cult to make clear without this means of exhibiting its progress. 


VI. Illustrative Material. 


Charts and collections of various kinds add much to the 
interest and value of the instruction. Articles which will serve 
the purpose just as well, however, may be made or 
picked up in various ways if a little trouble is taken. 
Charts, for example, made from good illustrations in books 
which are up to date, will be better in many cases than the 


Charts. 


1 Simplified forms of this apparatus are sold by the L. E. Knott 
Apparatus Co., Boston. The best arrangement for demonstrating the 
equality of the volumes of hydrogen and chlorine given off in the electrol- 
ysis of hydrochloric acid is that devised by Lothar Meyer, and figured 
in the BERICHTE D. DEUTSCH. CHEM. GESELL., X XVII. (1894), 850. 


202 THE LABORATORY 


antiquated and clumsy productions which are still sold. Fre- 
-quently a pupil will be found who has talent for this kind of 
thing, and the collections of the school may be enriched with- 
out much expense through his assistance. They should be 
made on some material which will not be damaged by handling, 
such as stout tracing linen, or paper backed with linen. 

A list of the elements with their atomic weights, compiled 
from the latest data by F. W. Clarke (O = 16), mounted on linen 
measuring 41” X 61”, is sold by Eimer & Amend at $2. A 
similar chart of the periodic system, using the same data, 
measuring 58” Xx 42” is obtainable at the same price from the 
same firm. An excellent series of twenty-four Chemical Lecture 
Charts is published by Sampson, Low, Marston & Co., London. 
They are mounted on linen, measure 40” X 30” and cost about 
$13. They include the plant employed in many chemical in- 
dustries, and some illustrations of theoretical matters, such as 
curves of solubility and the apparatus for measuring freezing- 
point depressions. A set of twelve charts illustrating industrial 
processes, mounted on linen and measuring 170 X 125 cm. 
is sold by Kaehler & Martini, Berlin, at 20.50 marks. Some 
other charts are mentioned in Eimer & Amend’s catalogue. 

The teacher will find it convenient, frequently, to prepare 
charts illustrating his own way of presenting the subject. A 
list of the metals in the order of the electro-motive force they 
show when arranged in conjunction with some other metal in a 
battery, known also as the order of solution tension, if hung in 
the classroom will find frequent application.* This order rep- 


1 This order is not the same as that of the old list of Berzelius, which, 
although hopelessly out of date, still appears in some works, but is the 
result of modern electro-chemical (cf Le Blanc, Z/ectro-Chemistry, chapter 
VI.) investigation. Omitting the less common metals, and arranging 
the others in order of decreasing solution tension, it is as follows : — 


Alkali metals Nickel Bismuth 
Alkaline-earth metals Tin Antimony 
Magnesium Lead Mercury 
Aluminium Hydrogen Silver 
Manganese Copper Platinum 
Zinc Arsenic Gold 


tron 


THE LABORATORY 203 


resents at once the tendency of the element to form ions, the 
potential it acquires when placed in a solution of one of its salts, 
and its chemical activity, all in decreasing order. Thus each 
metal displaces those following it when placed in a solution of 
any salt. Note the place of hydrogen. The metals before it 
displace this gas from water and dilute acids, those following it 
do not. The latter are found free in nature, while the former, if 
they existed, would eventually become oxidized by replacing the 
hydrogen of water or weak acids. The stability of the oxides 
is exhibited also in some measure. As far as manganese, they 
are not completely reducible by hydrogen; after manganese, 
they are easily reducible. The stability of other compounds 
under the influence of heat follows approximately the same 
order.? 

Portraits of chemists of historical prominence are attractive 
additions to the classroom, and frequently the remembrance of 
important matters in chemistry will be assisted by 
association with the appearance of the man, ‘The 
Nature series (London and New York, Macmillan) includes 
- some very artistic likenesses, although they are perhaps too 
small for use in a large room. Kaehler & Martini publish a 
series of portraits including forty-eight scientific men, with bio- 
graphical text by Siebert (size 29 X 39 cm.). Portraits of Hof- 
mann and Victor Meyer suitable for framing may be obtained of 
the Pharmaceutical Review Publishing Co., Milwaukee. 

In this connection it may be pointed out that photographs 
made by the teacher, or some friend, from actual objects of chem- 
ical interest, such as parts of chemical factories, may 
be enlarged or made into lantern slides and furnish 
a valuable means of illustrating many things. Many of the 
charts and illustrations in books are so diagrammatic in their 
nature, not to say so completely out of date in many cases, that 
they give an exceedingly inadequate impression of the chemical 


Portraits. 


Photographs. 


1 A chronological chart exhibiting certain historical data is given by 
Tilden (Hints on the Teaching of Elementary Chemistry, 42-43) and may 
be found useful. 


204 THE LABORATORY 


industries as they are. Authentic representations of the real 
. thing, therefore, have great value in holding before the mind of 
the pupil the fact that chemistry is on one side a great industrial 
reality. They also assist in keeping the subject in touch with 
matters of every-day life which may, in many cases, have more 
or less close connection with the future business of some of the 
pupils. It is needless to say that visiting factories, so far as they 
are accessible, will be of the highest value. The managers are 
usually willing to allow a teacher to take his class to visit their 
plants, and will usually furnish a conductor more or less capable 
of answering questions intelligently and explaining the machinery 
and processes used. 

The illustration of classroom work by exhibition of speci- 
mens of minerals is also desirable. ‘This strengthens the link 
connecting chemistry both with geology and with 
industry. Good specimens can frequently be found 
by the teacher or obtained as gifts. They may also be pur- 
chased from many dealers. Large cabinet specimens are not 
required. The most instructive specimens to purchase, when 
limited means only are available, are single crystals showing 
common and typical forms of the various substances. ‘These 
may be obtained in almost all cases for ten or fifteen cents each. 
A set of typical minerals fulfilling these requirements need not 
be extensive." 


Minerals. 


1 List of 36 Minerals which furnish good crystals, are important ores, 
or are conspicuous constitutents of rocks [cr. (= crystal) and mass. (= 
massive) indicate the best forms for our purpose]. 


Copper (ramifying) Malachite (pseudom. from cuprite, 
Arsenic (scales) cr.) 

Sulphur (cr.) Selenite (Gypsum, CaSQO,, 2H,O, cr.) 
Halite (NaCl, cr.) Barite (BaSO,, cr.) 

Fluorite (CaF, cr.) Corundum (A1,Qsx, cr.) 

Cryolite (3NaF, AlF3, mass.) Specularite (Fe.Ox, cr.) 

Calcite (CaCOs, cr.) Haematite (Fe,Os, mass.) 

Dolomite (CaMg(COs)o, cr.) Limonite (Fe,O3, hydrated. Pseu- 
Siderite (FeCOs, cr.) dom. from pyrite, cr.) 

Arragonite (CaCQOsg, cr.) Pyrolusite or manganite (MnQOsg, 


Malachite (CuCOs, basic and hy- hydrated, mass.) 
drated, mass.) Magnetite (Fe3QO,, cr.) 


THE LABORATORY 205 


One of the subjects strangely neglected both in schools and 
colleges in this country is the study of crystals. Their treatment 
here is in marked contrast to that in Germany, 
where a pretty extensive knowledge of crystallog- 
raphy is required of teachers in secondary schools, and a large 
part of the work in science’ deals with the study of crystalline 
forms geometrically and with physical crystallography. It is 
not suggested that the time available in the secondary school 
course is likely to permit the introduction of much of this subject. 
Some trouble should be taken, however, to give the pupils an 
intelligent knowledge of how crystals grow, and of some of the 
common forms. The chemist depends very largely on the 
making of crystals for purification, and on the form of them for 
identification in his work, and both of these features appear in 
elementary chemistry, whether particular attention is paid to 
them or not. The pupils will always take great interest in 
growing large crystals for themselves, and will learn much from 
the exercise. Common alum and chrome-alum give beautiful 
octahedra; nickel sulphate (NiSO,, 4H.,O), illustrates the 
square prismatic system ; cupric sulphate (CuSQ,, 5H.O), the 
asymmetric ; double potassium cupric sulphate, made by mixing 
the two salts in equi-molecular proportions, the monoclinic, etc. 
Models made of wood or of cardboard to show the com- 
mon forms on a large scale may be purchased or made very 
readily. 


Crystals. 


Chromite (FeCr,O,, cr.) Garnet (cr.) 

Cassiterite (SnQg, cr.) Apatite (cr. Ontario) 

Quartz (SiOx, cr.) Cyanite (mass. Illustrates two hard- 
Sphalerite (ZnS, cr.) nesses) 

Stibnite (Sb.Ss, cr. Japan) Analcite (cr.) 

Cinnabar (HgS, mass.) Hornblende (cr.) 

Galena (PbS, cr.) Orthoclase (cr.) 

Pyrite (FeSg, cr.) Topaz (cr. Japan) 


Zircon (cr.) 

Prominent dealers in minerals are G. L. English & Co., New York; 
E. A. Foote, Philadelphia; Roy Hopping, New York; and Ward, 
Rochester. 

1See Russell, German Higher Schools, chapter XVII., particularly 


p- 364. 


206 LHE LABORATORY 


VII. The Teacher’s Private Room. 


A private work-room should be provided for the teacher in 
order that he may have a place in which to pursue his own 
work undisturbed. He may there try new experiments for de- 
monstrations, and perhaps devise better means of illustrating 
important points in chemistry for himself. He will also thus be 
enabled to continue his study of the subject by experimental 
work, for no one can afford simply to rest upon what he knows: 
such a course must really involve retrogression. If his appli- 
ances and time permit, and his previous training has been suff- 
cient, this room will furnish opportunity for carrying on research 
in some direction. 

The room, like the laboratory, should have connections for 
gas, water, and electricity, and, in addition to the usual ap- 
paratus, should perhaps be furnished with a bench fitted with 
a small anvil and vice, and provided with a few tools. 


CHAPTER VIII 
THE TEACHER, HIS PREPARATION AND DEVELOPMENT 


Nichols, EH. L., Paper on the Training of Science Teachers for Sec- 
ondary Schools, and discussion thereon. High School Bulletin No. 7. 
Albany, N. Y., The University of the State of the New York. 1g00. 
Pp. 630-650. 

Russell, J. E. German Higher Schools. London and New. York, 
Longmans, Green & Co. 1899. Chapters XVIII. and XIX. 

Bolton, F. EB. The Secondary School System of Germany. New 
York, D. Appleton Co. London, Edward Arnold. 1900. Chapter II. 


Tuis chapter naturally divides itself into three parts which 
treat of the training of the teacher, the best means for securing 
his continued development, and the literature which will be 
most useful in connection with the latter. It would be useless 
to discuss the qualities of sympathy, tact, alertness, force of 
character, etc., which are indispensable in the teacher of chem- 
istry as in the teacher of any other subject. These depend 
largely on the natural aptitude of the aspirant to the profession 
of teaching. It is rather the strictly professional part of the 
preparation of the teacher which primarily concerns us. 


_I. The Training of the Teacher. 


The indispensable acquisition of the teacher is a well-rounded 
and sound knowledge of the subject. Nothing can possibly 
make up for the absence of a preparation which will give this. 
It is to be feared that the attempt is often made to teach chem- 
istry without this prerequisite. Often, as we have already re- 
marked, a teacher who is conscious of incompetence is required 
by the principal of his school to teach this subject, simply be- 
cause its representation in the curriculum is desired. Often the 


208 THE TEACHER 


student in a college whose curriculum is of the old stamp does not 
discover until late in his course the natural bent which he may 
“possess towards physical science. He may thus, while lacking 
the proper preparation, find that his taste leads him in the 
direction of science, if his inclination or circumstances induce 
him to become a teacher at all. Often, too, the college student 
may have pursued the study of chemistry pretty extensively 
during his course, but the nature of the instruction may have 
been such that, in spite of his acquaintance with many phases 
of the subject, he is little better prepared to teach it than the 
members of the two other classes. For these and many other 
reasons, it is to be feared that the teachers of chemistry in our 
secondary schools, as a class, are not so thoroughly fitted for 
their work as they should be. Yet, as Professor Bennett says, 
we cannot “pass judgment on the mass of the incompetent. 
They are almost without exception men and women of charac- 
ter, of serious and earnest purposes, and faithful even to the 
detriment of their health in the performance of their tasks. 
They are, nevertheless, endeavouring to achieve the impossible, 
—to perform a work involving the employment of large re- 
sources without ever having secured the necessary preparation.”’ 
The first constituent of this necessary knowledge of chem- 
istry is general chemistry. If we ask what the second ingredient 
must be, we should be compelled to say again gen- 
penn, eral chemistry, and the same answer must be given 
istry the at every repetition of the question. It is a knowl- 
Rian edge of the science as a whole and not of any 
special section of it which will count in elementary 
instruction. Only in so far as other branches may contribute 
to this knowledge are they to be considered a specially desir- 
able part of the training of the teacher of elementary chemistry. 
It is a delusion to suppose that general chemistry can be dis- 
posed of in three months, and that the next thing to be done is 
to study qualitative analysis. A whole year of general chem- 
istry will not confer anything like sufficient knowledge of the 
subject for our purpose. 


THE TEACHER 209 


Taking the matter in detail, we require first an introductory 
course. This must be thoroughly sound and fairly extensive. 
How rare courses possessing these characteristics First Year of 
are, only those who have studied the instruction Preparation. 
in many institutions know. General chemistry cannot be 
taught by a public analyst in his spare moments, by a phy- 
sician with limited professional practice, or by a “sticket 
minister” with a taste for science. ‘The instructor must be a 
man himself engaged in productive chemical work and thor- 
oughly abreast of the times. He must be, so to speak, a 
self-luminous body, for, the more he plays the part of a re- 
flector or a refractor of borrowed information, the less truly 
will the image represent the nature of the science. The intro- 
duction should be a year in length, it should be accompanied 
by much laboratory work, and its whole scope should be much 
greater than that of the corresponding course in the secondary 
school. 

Beyond this, the knowledge of the subject must be deepened 
in various directions. More acquaintance with the ordinary 
facts of the science, more knowledge of theoretical and _ physi- 
cal chemistry by study and by practical work, more ability to 
handle the literature of the subject, and a far broader grasp of 
the ramifications of the science in the directions of industry, 
agriculture, geology, physiology, and hygiene are needed. And 
all this will be valueless if the theory, the literature, and the ap- 
plications are not treated in a thoroughly modern manner. 

It might be suggested, as a tentative plan, that the second 
year, following general chemistry, should begin with a study in 
classroom and laboratory of such topics as chemical pared ‘ 
equilibrium, the methods of measuring chemical General Chem- 
affinity, and the boiling point, freezing point, elec- *%% 
trolysis, and other properties of solutions which are of such im- 
portance in the chemistry of qualitative analysis. Without these 
preliminaries, the last-named subject can contribute nothing 
worth mentioning to the student’s knowledge of general chem- 
istry. This might be followed by an elementary study of quali- 

14 


21Q ON ll? kee AL er ea 


tative analysis itself, care being taken to use the light which the 
recent study of solutions has thrown upon their chemical nature 
_in explaining the rationale of the processes used, and in general 
so to employ the subject as to deepen and broaden the pupil’s 
knowledge of general chemistry as far as possible.t Following 
this, exercises in the determination of molecular weights, the 
measurement of equivalents and combining weights, in which 
the refinements of quantitative analysis are employed and the 
results are used for working out atomic weights, will probably 
occupy the remainder of the year. Throughout the course, 


1 Ostwald’s Scientific Houndations of Analytical Chemistry (Macmillan) 
shows in detail how the operations of analysis may be rationalized. 

2 Experience shows that students gain but a feeble grasp on the sci- 
ence until they have done some exact quantitative work. It is prefer- 
able on many grounds even to begin the second year with three months 
of quantitative analysis, to follow this with theoretical chemistry, and to 
place elementary qualitative analysis last. Of course the benefit derived 
from the reversal of the ordinary arrangement will depend Bate on the 
method and spirit of the instruction. 

Quantitative analysis should be used to train the prospective teacher 
in, and make him familiar with that accuracy of work and refinement of 
method, which are not only characteristic of the subject-matter of the 
science, but which also, in some shape or other, are the ultimate basis of 
all advance in the knowledge of chemistry by experimental methods. 
Such training is not only necessary if the teacher is to add to our knowl- 
edge of chemistry (see p. 216), but is equally indispensable if he is to un- 
derstand, without hiatus or distortion, how our knowledge has been de- 
veloped (see p. 77). To achieve these ends the quantitative analysis 
should not only deal with the separation and determination of a certain 
number of bodies, but should develop as far as possible a sense of the 
ultimate exactness and rigidity of the proofs of those theories to which 
in the previous work in general chemistry (and, when the old order was 
followed, qualitative analysis) constant reference has been made (see 
p.:72): 

At the same time the previously acquired knowledge of chemistry in 
the broader view (general chemistry, as we have called it) should be 
used and increased as far as possible, e.g., by exact determinations of 
combining weights, by testing the law of the conservation of mass, and 
by applying the laws of chemical equilibrium to the methods used. 
Certain phases of general chemistry can be considered profitably at some- 
what greater length at this stage, e.g., isomorphous mixtures, the prep- 
aration of chemically pure substances, and the growth of crystals of 
difficultly soluble salts such as barium sulphate. 

Finally, in quantitative analysis students should take up some prob- 


Ltt eA Gd Eke Zit 


the reading in various works of reference, in selected original 
papers, and along historical lines, should be arranged with great 
skill, so as, on the one hand, to strengthen the pupil’s grasp on 
the topics taken up in the laboratory, and, on the other, to fill 
out the gaps between these topics, and render the whole study 
more symmetrical. Indispensable as extensive reading is at 
this stage, it is almost wholly neglected in most institutions at 
the present day. It is left to the initiative of the pupils who 
have special interest in the subject, precisely at the time when 
guidance and stimulus from the teacher are most needed. 

The difficulty in endeavouring to give a course like the above 
is that no text-books or laboratory outlines of the sort which 
would harmonize with this ideal are available, excepting per- 
haps in organic chemistry. 

The third year of work will contain organic chemistry and 
inorganic preparations on the lines of Lengfeld’s JLnorganic 
Preparations * (Macmillan). The final prepara- organic 
tlons made should be of a more difficult order, Chemistry. 
to the end that the pupil, by examination of the literature for 
himself, may make some approach to realizing the conditions 
of original research. During this year reading and 4norganic 
study are again indispensable. Seminar work in Preparations. 
which reports on recent discoveries are presented, and topics 
of vital interest in the point of view of general chemistry are 
discussed, will serve for reviewing and deepening 
the knowledge of the subject. There is far too 
much so-called instruction in chemistry in our higher institutions 


Reading. 


lems from the standpoint of semi-original investigation with the rigid 
criteria applied in real research. 

Work having these characteristics serves to clinch the impression 
made when the corresponding topics were discussed in the introductory 
course. On the other hand, the common kind of quantitative analysis, 
which devotes itself exclusively to technique, and can be fairly defined by 
the number of determinations it includes, is of little value at any stage. 
It may give some mechanical skill, but it will teach no chemistry. 

1 F. H. Thorp, /norganic Chemical Preparations (Ginn & Co.), and 
Erdmann-Dunlap, /xtroduction to Chemical Preparation (John Wiley & 
Sons), are similar works, 


212 THEM RACHER 


which consists solely in technical guidance of experimental 

work, and neglects entirely the development of the scientific 
knowledge of the pupils. Experimental work without reading, 
and exercises which call for no thought, are as useless as food 
without the intervention of the digestive fluids. 

It need not be added that during this time physics and 
mineralogy, at least, and if possible other sciences, should be 
pursued, not only on account of their indispensability as sources 
of illustration in the teaching of chemistry, but also because the 
future teacher may have to give instruction in some of them. 
The-other studies should include a sufficient amount of German 
to give a reading knowledge, since it is difficult to pursue the 
study of chemistry without reference to articles and books in 
this language. 

It seems to me that three years, properly spent, will furnish a 
knowledge of the science which, considering the demands of 
the secondary school, will be approximately equivalent to that 
expected in other subjects. The time, however, must be spent 
as largely as possible in acquiring, adding to, and throwing side- 
lights upon general chemistry. Long courses in analysis, while 
they must be included, at some stage, in the training of techni- 
cal chemists and investigators, are a misapplication of precious 
time so far as our purpose is concerned. ‘This adequate train- 
ing cannot be obtained quickly or without expense. It will 
require almost continuous work throughout the college course, 
or an equivalent of this. 

The question is, where can the teacher in training secure the 
needful instruction. Not of a surety in the departments of 
The Present Chemistry of our colleges and normal schools as at 
Condition present conducted. The chemical curricula of our 
of Higher : Fn Meee oi . 

Instruction higher institutions, largely through the influence of 
inChemistry. tradition, are so filled with a mass of specialized 
work in stereotyped grooves that proper instruction for teachers 
is difficult to obtain. Their arrangements seem to be made for 


1 For a highly interesting discussion of this subject, see Professor 
Armstrong’s Presidential Address before the Chemical Society of Lon- 


AOL TE AOE LR 213 


the purpose of training chemists for agricultural stations or com- 
mercial work. ‘The conventional order of general chemistry, 
followed by qualitative and then quantitative analyses, is unfortu- 
nate. The two latter subjects, as ordinarily taught (4 pp. 173, 
210), contribute practically nothing to the student’s knowl- 
edge of the science of chemistry in the broader view. They 
are almost always, for the most part, purely technical applica- 
tions of a single aspect of the subject, and during their study 
so much general chemistry is forgotten that the student really 
acquires a narrower view of the subject in some respects than 
he had at the end of the first year. The analyst turned out by 
this training can do the routine work of a factory. His stand- 
ing is the same as that of a bookkeeper, and his work requires 
no more extensive training. His preparation does not fit him 
to assist in advancing chemical industry, any more than that of 
the mere bookkeeper fits him to manage an extensive business 
successfully. The student who intends to become a teacher of 
chemistry has to pick up the nourishment for the growth of a 
broad knowledge of the subject from what must be admitted to 
be a rather sparse vegetation in this point of view, and it is at 
present only the exceptional student who gets it. I should 
cértainly be at a loss to mention any institution in which an 
ideal course for teachers is given. Yet, as Professor Nichols 
says, in his admirable paper on Zhe Training of Science Teach- 
ers: “No institution, whether it calls itself normal school, col- 
lege, or university, that does not offer the student opportunities 
of the kinds just indicated [Nichols’ course in physics was on 
the same lines as that outlined above for chemistry ], is fitted for 
the training of the modern science teacher. No institution, the 
members of the faculty of which are not dona_fide men of science, 


don. JOURNAL OF THE SOCIETY, XLV. (1894), 361; reprinted in Na- 
TURE, L. 211. See also Professor John H. Long’s address on the 
Teaching of Chemistry in the Medical Schools of the United States. 
ScrENCE [N. S.], XIV. 360. Mr. Lachman, in an address on the Im- 
provement of Instruction in Technical Chemistry, utters some very sug- 
gestive criticisms of the present methods and sketches a substitute. 
Jour. Soc. CHEM. INDusTRY, XX. (1901), 546. 


21 4. iii AEA CHEE 


devoting themselves quite as seriously and continuously to re- 
_ search as to routine teaching, can hope to produce in its students 
those qualities and habits of thought that . . . are essential to 
the highest type of teacher.” 


Il. The Development of the Teacher during Professional Life. 


The teacher cannot afford to settle down and dole out his 
instruction from the slowly petrifying deposit with which his 
college provided him. He must follow the new developments of 
the subject, and continually change his mode of presenting every 
part of it, in order that it may harmonize with the best thought 
of chemists. Not only this, however, but he must continually in- 
crease his own attainments. The best preparation always seems 
to have been wonderfully meagre compared to the mass of knowl- 
edge which we, as teachers, find indispensable in our work. 

The reading of the latest text-book is useful, but the most 
productive method of study is to take up some topic of inter- 
What to est and pursue it to its limits. A subject like nitric 
Read. acid and the oxides of nitrogen, for example, when 
studied first in all the general works, then in the larger books 
of reference, and finally in the original literature, will be found 
exceedingly interesting. The study of the various determina- 
tions of the ratio of hydrogen to oxygen in water, in spite of 
the somewhat dry aspect which the mere statement of the subject 
presents, will be found truly fascinating. The determinations 
of the atomic weights of aluminium, zinc, and other elements, 
are highly instructive on account of the precautions employed 
in their execution. These are mentioned as examples, and the 
catalogue might be prolonged almost indefinitely without going 
outside the list of subjects upon which many important papers 
have been published in the English language.' 


1 References to books treating fully or with especial clearness of many 
chemical questions will be found scattered through the present work. A 
large number are given in Newell’s Zeachers’ Supplement. The follow- 
ing are a very few references to important and interesting original 
articles in English. 

Action of metals on nitric acid. Freer, /uorganic Chemistry, chap- 


THE TEACHER 215 


Not only is the reading of original papers easy after such 
preparation as the examination of the text-books gives, but, 
contrary to the popular impression, it is vastly more interesting 
and incomparably more valuable than the study of books 
alone. If we want to know about a plant, we must consider the 
whole structure, and the whole course of development from the 
seed to maturity. The structure of a few dead chips is as little 
enticing or useful in this connection, as the study of text-books 
is in giving a genuine knowledge of what constitutes the science 
of chemistry. Only the examination of the literature can show 
us the growth of each fragment of the science and how ad- 
ditions to human knowledge of permanent value are really 
made. The atmosphere of the text-book suggests the museum 
or the tomb to one who has breathed the air of the workshop 
and of life in the original reports of the investigator. 


ter XXVI. Am. CHEM. Jour. XV. 71; XVII. 18; XVIII. 587; XXI. 
377- 

Atomic weight of oxygen. Cooke and Richards, Am. CHEM. JourR., 
X. 81 and 191. Keiser, zzd., X. 249; XX. 733. Noyes, zdzd., XII. 441. 

Atomic weight of zinc. Morse, AM. CHEM. JouR., X. 311. Clarke, 
giid., LiL 203; 

_ Molecular weight of hydrogen fluoride. Mallett, AM. CHEM. Jour., 
ITI. 189. 

Persulphates. Marshall, Jour. CHEM. Soc., LIX. 772. Jour. Soc. 
CuEM. INDusTRY, XVI. No. 5. 

Nickel carbonyl. Mond, Langer, and Quincke, Jour. CHEM. Soc., 
LVII. 750. 

Allotropic forms of silver. Carey Lea, Am. Jour. oF Sct., [3], 
XXXVII. 476. Barus, zdzd., XLVIII. 451. 

Absence of chemical action in absence of water. Baker, Jour. CHEM. 
SOG. XV. 611. + Shenstone, zdid., LX XI. 471. 

Argon. Rayleigh and Ramsay, AM. CHEM. JourR., XVII. 225. 

Helium. Ramsay, Jour. CHEM. Soc., LX VII. 684 and 1107. 

Urea and ammonium cyanate. Walker, Jour. CHEM. Soc., LX VII. 
FAO SoS UX. 103; os 415400 t) LAX VIL: 21. 

Perchloric anhydride. Michael and Conn, AM. CHEM. JoUR., XXIII. 
444. 

Adsorption. Walker, Jour. CHEM. Soc., LXIX. 1334. 

Flame. Smithells, Jour. CHEM. Soc., LXI. (1892), 204; LXVII. 
(1895), 1049; NATURE, XLIX. (1893), 86, also correspondence on pp. 
100, 149, 171, 172, 198; CHEMICAL NeEws, LXVI. (1893), 139, 160. 
Lewis, CHEMICAL NEws, LXV. (1892), 112, 125; LXVI. (1893), 99. 


216 THE TEACHER 


Reading, however, is not sufficient; there should be con- 
tinual experimental work adapted to the previous training of 
Experimental the teacher. Making recently discovered com- 
Work. pounds, and repeating new ways of making old 
ones, will furnish opportunities for work of any degree of ease 
or difficulty. The persulphates, nickel carbonyl, the allotropic 
forms of metallic silver, and many other interesting bodies can 
be made with the resources of any laboratory. Some of 
Baker’s experiments on the absence of chemical union in 
dry materials will give opportunity for the use of experimen- 
tal skill. Ifthe teacher lacks preparation for this kind of work, 
he may add to his knowledge by a systematic course of experi- 
ments and reading in inorganic preparations, in organic chem- 
istry or in some of the experimentally simpler parts of physical 
chemistry, such as the observation of the boiling point and freez- 
ing point of solutions, the measurement of vapour densities, 
etc.! 

For the teacher who has the necessary qualifications, the very 
best exercise of his powers will be in making simple original 
investigations. J should hesitate to mention this 
if it were not that Professor Nichols? insists upon 
it as an indispensable feature in the life of every teacher, and 
that Professor Ganong, in his Zeaching Botanist (48), makes 
a strong plea of the same kind. It is well known that the time 
of the teacher is very fully occupied, and that his equipment is 
often far from adequate, even for the needs of elementary in- 
struction. It must be admitted, however, that, as Professor 
Nichols explains at great length, these objections are not con- 
clusive. The professor in the college or university, when we 


Research. 


1 Much highly instructive work of a kind a little above the ordinary 
laboratory course in general chemistry is described in Muir and Carnegie’s 
Practical Chemistry (Cambridge University Press, 1887), particularly in 
Part I., Chapters XVI., XVIII.; Part II., Chapters IV.-VII.; Part 
III., Chapters II.-IV. Most phases of physical chemistry, with the ex- 
ception of the theory of solutions, are illustrated in these chapters. 

2 Loc. cit. Seealso, for subjects of research in physics, SCHOOL SCIENCE, 
LH 1O. 


THE TEACHER 217 


consider the burden of laboratory teaching and of executive 
work which he must carry, is on the. average no better off than 
the teacher in the secondary school, and he is expected to 
pursue research continuously. Nor is elaborate outfit or ap- 
paratus necessarily required. There are problems, possibly of 
a minor nature, which can be solved with nothing beyond the 
material used in teaching elementary chemistry, unless it be 
a balance. Even this, however, is not always indispensable. 
Above all, we must remember that some of the best scientific 
work has been done, in secondary schools as well as in colleges, 
by men who had neither time nor appliances which would 
have encouraged us to expect any productive work whatever. 

The other means which are available for assistance in the 
development of the teacher may be mentioned more briefly. It 
is not often possible for him to take graduate work gimmer 
in some university, but the summer schools, which Schools. 
are now so numerous as to be readily accessible to every one, 
are taken advantage of by teachers, in some instances, to so 
remarkable an extent that their power to aid them cannot be 
doubted. Even if little knowledge, measured by some stand- 
ards, can be acquired in six or eight weeks, the stimulus and 
inspiration received by contact with some master of the subject 
may, even in a brief time, bring forth new life in the teacher who 
was dying from isolation, and give new vitality to his whole 
thought and work. 

The word isolation reminds us that no efforts of a single in- 
dividual can ward off for a long time the inevitable petrifaction. 
Contact with other people with like interests is indispensable. 
For this reason the meetings of local scientific and educational 
societies, and the conventions of the American Association 
for the Advancement of Science and the American Chemical 


1 For the encouragement of this work amongst its teachers, the Board 
of Education of Chicago pays the expenses of any investigations they 
may make, provided the results on whose accomplishment the claims are 
based are certified by some competent authority to be genuine additions 
to knowledge. This most enlightened policy might be with advantage 
imitated by other school authorities m the country. 


218 THEVTEACH EE 


Society furnish opportunities of receiving help which should 
not be missed. Visiting other schools and watching the work 
of other teachers should also be indulged in as frequently as 
possible. 

As has been said before, the teaching of beginning chemistry 
is the most difficult task which the chemist, no matter what his 
NoPrepara- ‘raining, can undertake. ‘Teaching it in a secon- 
tion too Great dary school is more difficult than teaching it in a 
for the Task. é : ‘ Oe 

university, and incomparably more difficult than 
giving instruction in some advanced branch of the subject, or, 
assuming proportionate preparation of the teacher, even super- 
vising the work of students engaged in research. ‘These tasks 
are all different and require perhaps somewhat different quali- 
fications, but the delicate operation of dealing with a young 
pupil who is beginning the study of a science, so as to impart 
to the small change of the subject the ring of the genuine 
metal and the stamp of truth and authority, requires a breadth 
and at the same time a minuteness of knowledge which only 
long training and experience can give. The maturity and 
resourcefulness which are born of a thorough control of the 
subject cannot be communicated. They are the fruit of un- 
remitting and long continued labour. 


III. Literature for the Teacher. 


It is impossible here to mention all even of the important 
works dealing with every branch of chemistry. In the following 
bibliography the titles have been selected in the main with 
reference to the needs of the teacher. ‘There are included, 
however, a number which are adapted also to the use of pupils. 
A few volumes should be added yearly to the reference shelf in 
the laboratory, in order that encouragement to excursions out- 
side the narrow limits of the regular text-book may not be 
wanting. ‘The books have been classified and, under each 
head, after some remarks in regard to sources of information 
on the particular branch of the subject, the bibliographical 
description of commendable works is given. In the case of 


THE TEACHER 219 


many topics the appropriate references have appeared already 
in earlier chapters.? 

Dictionaries, etc : —Watts’ Dictionary contains articles varying 
in length from a few lines to many pages on every chemical sub- 
stance and every topic in scientific chemistry. Technological 
subjects have been relegated to’ Thorpe’s Dictionary. Exten- 
sive tables including much indispensable information will be 
found in the Chemtker Kalendar and Meade’s Pocket Manual. 
The articles in the Eucyclopedia Britannica and other works 
of the same class frequently treat subjects hardly noticed in text- 
books. In using them due regard must be paid to the time at 
which the articles were written. 


Watts. Dictionary of Chemistry. Edited by Morley and Muir. 
4 vols., half leather. London and New York, Longmans, Green & Co. 
1894. 

Thorpe, T.E. Dictionary of Applied Chemistry. 3 vols., half leather. 
London and New York, Longmans, Green & Co. 1894-95. 

Biedermann. Chemiker Kalendar. Berlin, Springer. Annually. 

Meade. The Chemists’ Pocket Manual. Easton, Pa., Chemical Pub. 
Cou 1900. 


Lnorganic Chemistry, Larger Works: —The most useful, ex- 
tensive work of reference is the inorganic portion of Roscoe 
and Schorlemmer’s 7reatise. It has recently been brought up 
to date. The other works, which may be classed as university 
text-books, have each well-defined merits of their own. Rem- 
sen is notable for lucidity; Newth, for attention to industries ; 
Freer, for the treatment of certain chapters; Richter, for the 
remarkable amount of information it gives for its size; Ramsay, 
for the arrangement of the material. Ostwald’s Oz/¢/ines is an 
attempt to apply the latest developments of physical chemistry 
to inorganic chemistry, and is highly suggestive. The small 


1 The reader is referred for references on the following topics to the 
appropriate parts of this book : Elementary text-books on inorganic chem- 
istry, pp. 55-60; Laboratory manuals, pp. 104, 113, I15-119, 192, 216; 
Questions and problems, pp. 133, 136; Inorganic preparations, p. 211 ; 
Lecture experiments, pp. 134, 167, 169, 170; Glassworking and technique, 
p. 113. Fundamental conceptions of the scientific method, pp. 147-153. 


220 THE TEACHER 


Modern Chemistry of Ramsay is a highly successful attempt to 
. give a bird’s-eye view of the same aspect of the subject. The 
teacher should have as many of these books as possible at his 
command, 


Roscoe and Schorlemmer. ‘Treatise on Chemistry. Vols. I. and IL, 
Inorganic. London, Macmillan. New York, D. Appleton & Co. 1898. 

Mendeleeff-Greenaway. Principles of Chemistry. 2 vols. London 
and New York, Longmans, Green & Co. 1897. 

Remsen. Chemistry, Advanced Course. New York, Henry Holt 
& Co. London, Macmillan. 1808. 

Newth. Text-Book of Inorganic Chemistry. London and New York, 
Longmans, Green & Co. 1897. 

Freer. General Inorganic Chemistry. Boston, Allyn & Bacon. 1894. 

Richter-Smith. Inorganic Chemistry. Philadelphia, Blakiston. 
London, Kegan Paul, Trench & Co. 1900. 

Ramsay. A System of Inorganic Chemistry. London, Churchill. 
1891. 

Bloxam. Inorganic and Organic Chemistry. London, Churchill. 
Philadelphia, Blakiston. 1901. 

Ostwald-Findlay. Principles of Inorganic Chemistry. London and 
New York, Macmillan. 1902. 

Ramsay. Modern Chemistry. Part I., Theoretical; Part II., Syste- 
matic. London, J. M. Dent. New York, Macmillan. tgor. 


Theoretical : —Walker’s Physical Chemistry is generally held 
to give the clearest account of the subject which has so far 
appeared. Lehfeldt’s is less well known. It is wonderfully 
comprehensive for its size, and well balanced in the relative 
space given to different topics. Dobbin and Walker is ele- 
mentary. ‘The teacher is advised to study several works on this 
subject, including some on special parts of the subject like those 
appended to the list, as it is in this way only that a clear under- 
standing of the theory can be obtained. The second and third 
last books are reprints of original papers, and the last contains 
a description of some laboratory methods. 


Walker. Introduction to Physical Chemistry. London and New 
York, Macmillan. 1899. 

Lehfeldt. Text-Book of Physical Chemistry. London, Edward 
Arnold. New York, Longmans, Green & Co. 1899. 

Nernst-Palmer. Theoretical Chemistry. New York and London, 
Macmillan. 1895. 


PHL L EACH EL 221 


Dobbin and Walker. Chemical Theory for Beginners. London and 
New York, Macmillan. 1892. 

Morgan. Elements of Physical Chemistry. New York, John Wiley 
& Sons. 1899. 

Jones. The Elements of Physical Chemistry. New York and 
London, Macmillan. 1902. 

Jones. .The Theory of Electrolytic Dissociation. New York and 
London, Macmillan. 1900. 

Ostwald-Muir. Solutions. London and New York, Longmans, 
Green & Co. 1801. 

Le Blanc-Whitney. Elements of Electro-Chemistry. New York 
and London, Macmillan. 1896. 

Liipke-Muir. Elements of Electro-Chemistry. London, Grevel & 
Co. Philadelphia, Lippincott. 1897. 

Pfeffer-Van ’t Hoff-Arrhenius-Raoult-Jones. The Modern Theory 
of Solution. New York, American Book Co. 1899. 

Faraday-Hittorf-Kohlrausch-Goodwin. Fundamental Laws of Elec- 
trolytic Conduction. New York, American Book Co. 1899. 

Jones. The Freezing Point, Boiling Point, and Conductivity Methods. 
Easton, Pa., Chemical Pub. Co. 1897. 


Of an entirely different character are the three following 
books. They do not profess to give much or, in the cases of 
the two last, any attention to the theory of solutions. They 
discuss the atomic theory, the constitution of chemical sub- 
stances, the periodic law, and other subjects, with a strong 
infusion of the historical method in their mode of treating them. 
They will be found exceedingly valuable. 


Tilden. Introduction to the Study of Chemical Philosophy. London 
and New York, Longmans, Green & Co. 1902. 

Remsen. Principles of Theoretical Chemistry. Philadelphia, Lea 
Bros. & Co. London, Bailliere, Tindall & Cox. 1892. 

Lothar Meyer. Outlines of Theoretical Chemistry. London and 
New York, Longmans, Green & Co. 1899. 


LTfistorical: — The works named below divide themselves into 
four sets: the general treatises on the history of the science, 
histories of special periods or special parts of the science, bio- 
graphical works, and reprints of memoirs of historical interest. 
Of the books in the second set, Ramsay’s Gases of the Atmos- 
phere is a useful supplement to the treatment of the air, and 
particularly of oxygen, as it is found in the text-books. Car- 
negie treats some selected topics in a very suggestive manner. 


pp He) THE | TEACHER 


The Alembie Club Reprints, the last set, supply some papers 
_of historical interest ina neat and inexpensive form. Study of 
these documents gives a vivid impression of the attitude and 
methods of the early workers which cannot be obtained except- 
ing by reading their own descriptions of their labours. 


Tilden. A Short History of the Progress of Scientific Chemistry 
in Our Own Times. London and New York, Longmans, Green & Co. 
1899. 

von Meyer-McGowan. History of Chemistry. London and New 
York, Macmillan. 1891. 

Ladenburg-Dobbin. Lectures on the History of the Development 
of Chemistry Since the Time of Lavoisier. Edinburgh, The Alembic 
Club, Wm. F. Clay (Agent). Igoo. 

Venable. A Short History of Chemistry. Boston, D. C. Heath & Co. 
1894. 


Muir. The Alchemical Essence and the Chemical Element. London 
and New York, Longmans, Green & Co. 1894. 

Rodwell. The Birth of Chemistry. London and New York, Mac- 
millan. 1874. 

Thorpe, Chemistry in Britain in the XIX. Century. London, JouR- 
NAL OF THE CHEMICAL SOCIETY, LX XVII. (1900), 562. 

Ramsay. The Gases of the Atmosphere. London and New York, 
Macmillan. 1896. 

Carnegie. Law and Theory in Chemistry. London and New York, 
Longmans, Green & Co. 1894. 

Wurtz. The Atomic Theory. London, Kegan Paul, Trench & Co. 
New York, D. Appieton & Co. 1891. 

Venable. The Development of the Periodic Law. Easton, Pa., 
Chemical Pub. Co. 1808. 


Thorpe. Essays in Historical Chemistry. London and New York, 
Macmillan. 1894. 

Tyndall. Faradayasa Discoverer. London, Longmans, Green & Co. 
New York, D. Appleton & Co. 1894. 

Muir. Heroes of Science,— Chemists. London, S. P.C.K. New 
York, E. and J. B. Young & Co. 1883. 

Thorpe. Humphrey Davy. Century Science Series. London and 
New York, Macmillan. 1806. 

Roscoe. John Dalton. Century Science Series. London and New 
York, Macmillan. 1895. 

Thompson. Michael Faraday. Century Science Series. London and 
New York, Macmillan. 1899. 

Shenstone, Justus von Liebig. Century Science Series. London 
and New York, Macmillan. 1895. 


LAL TRACHER 223 


Mallett. Memorial Lecture on Stas. London, Jour. CHEM. Soc., 
LXIII. (1893), 1; Jour. AM. CHEM. Soc., Sept. 1892. 

Playfair-Abel-Perkins-Armstrong. Memorial Addresses on Hof- 
mann. London, Jour. CHEM. Soc., LXIX. (1896), 575-732. 

Japp. Memorial Lecture on Kekule. London, Jour. CHEM. Soc., 
LXXIITI. (1898), 97. 

Roscoe. Memorial Lecture on Bunsen. London, Jour. CHEM. Soc., 
LXXVII. (1900), 513. 

Chemical Society of London. Twelve Memorial Addresses (col- 
lected). London, Gurney & Jackson. Igor. 


Alembic Club Reprints. Edinburgh, Wm. F. Clay (Agent). Chicago, 
The University of Chicago Press. 
I. Black. Experiments upon Magnesia Alba, etc. 
2. Dalton, Wollaston, and Thomson. Foundations of the Atomic 
Theory. 
3. Cavendish. Experiments on Air. 
4. Dalton, Gay-Lussaec, and Avogadro. Foundations of the Molec- 
ular Theory. 
5. Hooke. Extracts from Micrographia. 
6. Davy. The Decomposition of the Alkalies and Alkaline 
Earths. 
7. Priestley. The Discovery of Oxygen. 
8. Scheele. The Discovery of Oxygen. 
9. Davy. The Elementary Nature of Chlorine. 
10. Graham. Researches on the Arseniates, Phosphates, and Modif- 
cations of Phosphoric Acid. 
11. Jean Rey. On an Enquiry into the Cause Wherefore Tin and 
Lead Increase in Weight on Calcination. 
12. Faraday. The Liquefaction of Gases. 
13. Scheele. Berthollet, Morveau, Gay-Lussac, and Thenard. The 
Early History of Chlorine. 
14. Pasteur. Researches on the Molecular Asymmetry of Natural 
Organic Products. 
15. Kolbe. Papers on the Electrolysis of Organic Compounds. 
Reprints of Science Classics. Chicago: The School Science Press. 
No. 1. Lavoisier. The Analysis of Air and Water. Tr. by C. E. 
Linebarger. 1902. 


Organic: — The chemistry of the carbon compounds is 
treated most comprehensively in the new edition of Richter’s 
Organic Chemistry. Remsen’s work gives an elementary ac- 
count of the subject and describes illustrative experiments. 
Hijelt gives a survey of the generalizations of organic chemistry. 


Richter-Smith. Organic Chemistry. 2 vols. Philadelphia, Blakis- 
ton London, Kegan Paul, Trench & Co. 1900. 


224 THE, TEACHER 


Remsen. Introduction to the Study of the Compounds of Carbon. 
Boston, D. C. Heath & Co. London, Macmillan. 1895. 
- Perkin and Kipping. Organic Chemistry. 2 vols. Edinburgh, 
Chambers. Philadelphia, Lippincott. 1894. 

Hijelt-Tingle. Principles of General Organic Chemistry. London and 


New York, Longmans, Green & Co. 1895. 


For laboratory work in organic chemistry, the collections of 
selected preparations by Noyes and by Gattermannare excellent. 
Of a more elementary character are Garrett and Harden, Orn- 
dorff, and Turpin. A compendium of all organic methods of 
work, with copious illustrations of their application, and numer- 
ous references to the original literature, will be found in Lassar- 
Cohn. Noyes and Mulliken’s book gives a different and highly 
instructive view of the subject. 


Noyes. Organic Chemistry for the Laboratory. Easton, Pa., Chemi- 
cal Pub. Co. 1897. : 

Gattermann-Shober. Practical Methods of Organic Chemistry. 
London and New York, Macmillan. Igor. 

Garrett and Harden. Elementary Course of Practical Organic Chem- 
istry. London and New York, Longmans, Green & Co. 1897. 

Orndorff. Laboratory Manual of Organic Chemistry. Boston, D.C. 
Heath & Co. 1893. 

Lassar-Cohn-Smith. Laboratory Manual of Organic Chemistry. 
London and New York, Macmillan. 1895. 

Noyes and Mulliken. Laboratory Experiments on the Class-Reac- 
tions and Identification of Organic Substances. Easton, Pa., Chemical 
Pub. Co. 


Industrial: —'Thorp’s is the most recent work on the sub- 
ject. It includes all industries excepting the metallurgical. 
Borchers’ work gives an excellent account of the recent appli- 
cations of electricity in technological chemistry. 


Thorp, F. H. Outlines of Industrial Chemistry. London and New 
York, Macmillan. 1899. 

Huntington and McMillan. Metals. London and New York, Long- 
mans, Green & Co. 1897. 

Borchers. Electro-Smelting and Refining. London, C. Griffin & Co. 
Philadelphia, Lippincott. 1897. 

Wagner. Manual of Chemical Technology. London, Churchill. 
New York, D. Appleton & Co. 1895. 


THE TEACHER | 225 


Analytical: —'The standard works of reference on this sub- 
ject are those of Fresenius. The most satisfactory treatment of 
both branches in one volume is represented by Newth’s book. 
Perkin’s work gives special attention to organic analysis. Ost- 
wald’s Scientific Foundation is indispensable, whatever other 
works are employed, as none of the treatises on analysis pay 
sufficient attention to the theory, and most pay no attention to 
it whatever. 


Ostwald-McGowan. Scientific Foundations of Analytical Chemistry. 
London and New York, Macmillan. Igoo. 

Fresenius. Manual of Qualitative Analysis. London, Churchill. New 
York, John Wiley & Sons. 1890. 

Fresenius. Quantitative Chemical Analysis. London, Churchill. 
New York, John Wiley & Sons. 1881. 

Newth. Chemical Analysis, Qualitative and Quantitative. London 
and New York, Longmans, Green & Co. 1898. 

Noyes, W. A. Elements of Qualitative Analysis. New York, Henry 
Holt & Co. Igot. 

Perkin, F.M. Qualitative Chemical Analysis. London and New 
York, Longmans, Green & Co. 1901. 

Noyes, A. A. Qualitative Chemical Analysis. London and New 
York, Macmillan. 1899. 

Clowes and Coleman. Elementary aeEnienty Chemical Analysis. 
London (4th ed. 1897), Churchill. Philadelphia, Blakiston. 

Sutton. Handbook of Volumetric Analysis. London, Churchill. 
Philadelphia, Blakiston. 1890. 

Thornton and Pearson. Notes on Volumetric Analysis. London 
and New York, Longmans, Green & Co. 1808. 

Hempel-Dennis. Elements of Gas Analysis. London and New 
York. Macmillan. 18or. 

Mason. Examination of Water. New York, John Wiley & Sons. 
London, Chapman & Hall. 1899. 

Blair. The Chemical Analysis of Iron. Philadelphia, Lippincott. 
1902. 
Sara my, F. Electro-Chemical Analysis. Philadelphia, Blakiston. 
1894. 

era Quantitative Chemical Analysis by Electrolysis. New York, 
John Wiley & Sons. London, Chapman & Hall. 1898. 

Landauer-Tingle. Spectrum Analysis. New York, John Wiley & 
Sons. London, Chapman & Hall. 1898. 


Chemistry of Daily Life :—Information about the chemistry of 
common things is scattered through an immense range of litera- 
ture. Works on special branches of analysis and on special 

15 


226 JHE TEACHER 


industries, works on botany, physiology, etc., and many others 
can contribute much to a knowledge of this. The following pro- 
fess to deal with such matters in a popular way. 


Johnston, Chemistry of Common Life. London, Blackwood. New 
York, D. Appleton & Co. 1879. 

Lassar-Cohn-Muir. Chemistry of Daily Life. London, Grevell & 
Co. Philadelphia, Lippincott. 1808. 

Martin. Story of a Piece of Coal. London, Geo. Newnes. New 
York, D. Appleton & Co. 1896. 

Faraday. Chemical History of a Candle. London, Chatto & Windus. 
New York, Harper & Brothers. 1862. 

Williams. The Chemistry of Cooking. London, Chatto & Windus. 
New York, Appleton & Co. 1885. 

Richards and Elliott. Chemistry of Cooking and Cleaning. Boston, 
Home Science Pub. Co. 1897. 

Richards. Food Material and their Adulterations. Boston, Home 
Science Pub. Co. 1886. 

King. The Soil. London and New York, Macmillan. 1899. . 

Roberts. The Fertility of Land. New York and London, Macmillan. 


1897. 


Miscellaneous : — From the works on the many branches of 
chemistry which have not been treated separately, a few titles 
have been selected. The bibliography of the New England 
Association of Chemistry Teachers, to which I am indebted for 
some of the data in these lists, gives a brief description of the 
nature of each of the books contained in it. It will be found 
very useful. 


Williams. Elements of Crystallography. New York, Henry Holt & 
Co. 1892. 

Bauerman. Descriptive Mineralogy. London and New York, Long- 
mans, Green & Co. 

Dana, E.S. A Text-Book of Mineralogy. New York, John Wiley 
& Sons. London, Chapman & Hall. 1808. 

Abney. Treatise on Photography. London and New York, Long- 
mans, Green & Co. Igot. 

Meldola. Chemistry of Photography. London and New York, Mac- 
millan. 18809. 

Halliburton. Essentials of Chemical Physiology. London and New 
York, Longmans, Green & Co. Igot. 

Hueppe-Jordan. Principles of Bacteriology. Chicago, Open Court 
Pub. Co. London, Kegan Paul, Trench & Co. 1899. 


THE TEACHER 227 


Frankland. Our Secret Friends and Foes. London, S. P.C. K. 
New York, E. & J. B. Young & Co. 1807. 

Schutzenberger. On Fermentation. London, Kegan Paul, Trench 
& Co. New York, D. Appleton & Co. 1889. 

New England Association of Chemistry Teachers. List of Books in 
Chemistry. Boston, L. E. Knott Apparatus Co. 1900. 


Periodicals : — ‘The best way to keep in touch with chemicai 
work is to read at least one journal regularly. The first five on 
the list publish original articles. In addition to this, the second 
contains reviews of all the chemical research done in America. 
The third contains reviews of all chemical memoirs, wherever 
published. The fourth is admirably edited, and furnishes 
excellent abstracts of a large amount of work, even when it 
is mainly of scientific interest and has=xlittle actual bearing on 
industry. Numbers six to eight publish articles on all the 
sciences, including chemistry. The last three frequently con- 
tain articles dealing with the teaching of chemistry. 


American Chemical Journal. Baltimore, Md., The Johns Hopkins 
University Press. Monthly. 

Journal of the American Chemical Society. Easton, Pa., Chemical 
Pub. Co. Monthly. 

Journal of the Chemical Society. London, Gurney & Jackson. 
Monthly. 

Journal of the Society of Chemical Industry. London, Eyre & 
Spottiswoode. Monthly. 

Chemical News. London, E. J. Davey. Weekly. 

Science. New York, Macmillan. Weekly. 

Nature. London and New York, Macmillan. Weekly. 

Popular Science Monthly. New York, McClure, Phillips & Co. 

School Science. Chicago, Ravenswood. Monthly. 

School Review. Chicago, The University of Chicago Press. Monthly. 

Zeitschrift fir den physikalischen und chemischen Unterricht. 
Berlin. 


io PAGEL UN GOB. PES LOS SN 
Pe eo LCONDARY PoCrOO 


BY EDWIN SH. “HALL,“Pu.D; 


PROFESSOR OF PHYSICS IN HARVARD UNIVERSITY. 


Prefatory Note 


In writing the, first four chapters on the teaching of physics 
the author has had in mind especially the school-teacher, from 
the time when, perhaps only a boy, he is making choice of a 
profession to the time of his full career in charge of a well 
appointed school laboratory and class room. ‘The motives 
and considerations which should influence the choice of this 
career, the academic and other preparation which the prospec- 
tive teacher should make for it, the means by which he may 
keep himself in continual progress as a teacher, and the kind 
of practical problem in which he, without undertaking what is 
commonly called original research, may find profitable em- 
ployment for any amount of energy in the improvement of his 
work, are all touched upon in these four chapters. 

In the next chapter the change of aim and method in school 
physics teaching during the past twenty years is briefly dis- 
cussed in connection with changes in text-books. ‘This leads 
naturally to a consideration, in Chapter VI., of the proper 
general spirit and method of laboratory instruction in schools. 
The next two chapters deal, respectively, with technicalities of 
laboratory management, and with the very important functions 
of lectures and recitations in connection with laboratory work. 

In Chapter IX. the possibilities of physics teaching -in pri- 
mary and grammar schools are taken up. In the next chapter 
attention is given to physics in secondary schools, and the 
question is raised whether, after all, in view of their probable 
difference in scholarly quality, the boy who is going to college 
and the boy who is not going to college should follow the 
same course of physics in school, or, rather, whether the dis- 


232 PREFPATORY NOLE 


tinctively preparatory school on the one hand and the high 
-school on the other hand should have just the same kind of 
physics teaching and work. 

Chapter XI., On The Presentation of Dynamics, is the only 
chapter in the book which is devoted to any one part, exclu- 
sively, of physics, the exception in this case being justified, in 
the opinion of the author, by the exceptional difficulty and 
importance of the subject of dynamics. 

Chapter XII. gives a plan of rooms and fittings for a school 
department of physics, and Chapter XIIL., the last, gives some 
account of the state of physics teaching in the schools of 
Germany, England, and France. 

The book assumes throughout that the system of physics 
instruction by combined laboratory and class room work is 
now permanently established for the better class of American 
secondary schools ; and the author believes it to be the especial 
privilege and duty of American teachers of physics so to 
develop and perfect this system as to make it not only a great 
benefit and advantage to ourselves, but a model for imitation 
by the schools of Europe, most of which, on the Continent at 
least, have hardly ventured as yet upon the experiment which 
we are here working out to a successful conclusion. 

In the bibliography which is distributed among these chapters 
the author has certainly not included all the good books, and 
he does not feel sure that he has left out all the bad ones. 
Comments on the various text-books named are given in very 
few cases, the fact being that, according to the author’s experi- 
ence, no one knows thoroughly the possibilities of a book for 
good or evil till he has taken a class through it. 

Writing these chapters has interested the author and has 
improved his own teaching. He hopes that reading them may 


be equally beneficial to others. 
EDWIN H. HALL. 
CAMBRIDGE, MASS. 
March, 1902. 


7 He 


Teaching of Physics in the 
Secondary School 


CHAPTER I 


WHETHER TO BE A THACHER OF PHYSICS 


REFERENCES. 


Eliot, C.W. What Is A Liberal Education? The Century, June, 
1884. Educational Reform. New York, The Century Co. 18098. 

Fitch, Sir Joshua. Thomas and Matthew Arnold, Great Educators 
Series. London, W. Heinemann, Charles Scribner’s Sons. 1897. Pp. 277. 

Hart, A.B. The Teacher as a Professional Expert. SCHOOL REVIEW, 


I. 4-14. 
‘Huxley, T.H. Science and Education, Vol. III. of the Essays. Lon- 
don, Macmillan & Co. New York, D. Appleton & Co. 1894. 
Spencer, Herbert. Education. London, Williams & Norgate. New 
York, D. Appleton & Co. 
Welldon, J. E. C. The Teacher’s Training of Himself. Contempo- 
rary Review. March, 1893. Pp. 369-386. 


As in every other department of pedagogic art, there is in 
physics the teacher who is born and the teacher who is made. 
The latter, if successful, is the product of infinite labour, of long- 
suffering patience with himself, of constant courage, of never- 
dying willingness to learn; but all this is equally true of any 
man who aspires to excellence in any art for which his native 
talent is not conspicuous. By all means, let every man find 
the thing he can do best, and then do it at his best. 

Why should a man be a teacher of any kind? First, the 
negative reasons, which may be somewhat as follows: Purely 


234 WHETHER TO BE A TEACHER 


manual or clerical work is too limited in its mental scope and is 

paid too little. The practice of medicine would be too painful 
Why bea or too critically responsible. The pulpit requires 
Teacher? = one to talk when one may have nothing to say. 
The bar imposes a professional and mercenary contentiousness 
for which one may lack both taste and talent. Business success 
is too doubtful, or is obtainable at too great a price. 

The positive reasons. ‘The profession of teaching is safe, it 
is honourable ; it is, it may be, pre-eminently, absolutely, honest. 
It brings contact with and influence on young minds in a plastic 
and growing condition. Viewed with regard to society at large, 
to civilization, to government, instruction is construction. To 
use the phrase of President Eliot, the profession of teaching 
gives a man a chance to “ build himself into ”’ the great fabric 
of the most beneficent and enduring human institutions. 

And so we have chosen to be teachers. But what shall I 
teach? Shall it be one of the ancient languages? The chil- 
What shallt ren of the American public are not likely to suffer 
Loree from too much Latin or Greek. We, perhaps more 
than any people of Europe, need to be told and shown that it 
is possible to go too fast straight ahead, that the beautiful, 
the true, the desirable, may be behind us, that the most whole- 
some, rational, happy living is consistent with, nay, requires, a 
certain leisureliness of mind which takes occasion to learn how 
men have lived, and what they have done that is worth remem- 
bering and imitating. On these or similar grounds one may 
amply justify the choice of any great language, or literature, or 
history, as the sphere of his life-work as a teacher, provided he 
be not incompetent for the task to which he devotes himself. 

Why then should we turn from the “ humanities,” from the 
study, in its various phases and achievements, of “ this pleasing 
anxious being,” human life, to experimental and mathematical 
science, for which so few have any further interest than a desire 
to enjoy its material benefits and to be entertained by its occa- 
sional spectacular displays. Putting aside for the moment the 
question of individual and special talents, we can see that phys- 


WHETHER TO BE A TEACHER 235 


ical science has for some minds, or some temperaments, a 
peculiar charm in this, that it holds out to every devotee the 
possibility of making by himself some positive, absolutely new, 
addition to the sum total of permanent useful knowledge, the 
certainty of moving forward into regions of thought and of 
power which no previous generation of men has ever pene- 
trated since the world began. This motive appeals to the 
north-pole spirit, of which every true follower of science must 
have a dash, the spirit which can find pleasure in places where 
the air is cold but pure, where the footing is rugged but forward. 
Contrasted with the study or teaching of any language, as such, 
the study and teaching of science offers, as the object of espe- 
cial attention, substance instead of form; and though the form 
in the one case be the expression of human thought, while the 
substance in the other case is that of things not made by man, 
yet we who are of the school of science cannot admit, because 
we do not feel, that we are on lower ground. He only should 
make such a confession who follows science for its mere 
utilities. 

But, given the intellectual predisposition in favour of science, 
what special tastes or talents should prompt or justify the 
choice of physics? 

The most desirable qualities are, in my opinion: First, capac- 
ity for clear, sustained, correct thinking, most conveniently 
tested by capacity for some common branch of Reet 
mathematics. It is true that Faraday, who was a needed for 
very great scientific thinker and discoverer, de- Tee 
clared, after turning the handle of a calculating ma- 
chine, that he had now for the first time in his life performed a 
mathematical operation. It is true that Edison, who is a great 
scientific man of a different kind, has said that he never could do 
much with algebra, being bothered by the plus and minus signs. 
But it is not to be supposed that either of these men was really 
lacking in mathematical faculty. The fact is that neither of them 
had, as a boy, much regular education. Each of them was 
carried by native talent early in life into conspicuous ‘achieve- 


236 WHETHER LOVBE A LLACHER 


ments in science, and after that each probably felt, consciously 
-or unconsciously but in either case rightly, that to go back and 
try to educate himself as others are educated, would be to throw 
himself off the track of already assured success. 

Moreover, even if we admit that mathematical ability is not 
absolutely essential to success as a teacher or investigator in 
physics, we must find that the literature of physics, as shown 
in text-books and in periodicals, is so permeated with the ideas 
and the symbols of mathematics, that a person who at the out- 
set must confess to a weakness with respect to such ideas and 
symbols would enter the advanced study of this literature under 
a heavy handicap. 

The question remains whether it is indispensable that the 
prospective school-teacher of physics shall look forward to what 
would be called, among physicists, advanced study. ‘This ques- 
tion may be frankly answered in the negative. One can get 
enough of physics without knowing anything of the calculus to 
be a good school-teacher of this science. No energetic man 
who wishes to be such a teacher need be deterred by lack of 
interest in mathematics, provided he has the endowment, which 
I put second, with some doubt whether it should not be put 
first, of capacity for a quick understanding of machinery. ‘This 
may show itself in achievements ranging from the easy mastery 
of a mouse-trap to the easy mastery of a compound steam- 
engine. I dwell upon facility here, for the reason that with 
facility goes liking, and with liking goes knowledge, and a wide 
acquaintance with machinery and apparatus is useful, not only 
~ in equipping and maintaining a laboratory, but also in awaken- 
ing the interest and holding the attention of pupils, who, whether 
mechanically competent or otherwise, always admire mechanical 
proficiency in others. ‘The man who is slow to think out the 
relations and working of a machine may in time acquire a com- 
petent knowledge of such apparatus and machinery as comes 
within his range of habitual vision, but he is sure to have an 
occasional bad five minutes in the presence of his class during 
the early years of his teaching. 


WHETHER TO BE A TEACHER 237 


I assume, although this is not always true, that a considerable 
degree of manual skill and proficiency in the use of tools will 
accompany the instinct for machinery. 

No other qualities than the two now briefly discussed need 
be mentioned as important for physics especially, though of 
course all the intellectual virtues count here, as they do in 
other teaching. A great memory for facts in detail, such as 
the chemist needs, the habit of minute general observation, so 
nearly indispensable to the naturalist, — these traits are certainly 
useful to the physicist, but he can do without them. Inventive- 
ness, constructive imagination, is eminently desirable; but a 
reasonable measure of it is pretty sure to be associated with 
the mechanical faculty already spoken of, and an unreasonable 
measure of it, which we sometimes find, makes its possessor 
troublesome, because he will not be content to do anything as 
other people do it, but must invent his own methods for every 
operation, out of a mere wantonness of originality. Necessity 
is not the only mother of inventions. 


CHAPTER Il 


PREPARATION FOR TEACHING 


REFERENCES. 


Barnett, P. A. Common Sense in Education and Teaching. London 
and New York, Longmans, Green & Co. 1899. Pp. 321. 

Cajori, Florian. A History of Physics. London and New York, 
Macmillan. 1899. Pp. 322. 

Lodge, O. J. Pioneers of Science. London and New York, Mac. 
millan. 1893. Pp. 404. 

Monroe, Will S. Bibliography of Education, International Educa- 
tional Series. New York, D. Appleton & Co. 

Munroe, James P. The Educational Ideal. Boston, Heath & Co. 
1895. Pp. 262. 

Osborn. From the Greeks to Darwin. London and New York, 
Macmillan. 1896. Pp. 259. 

Venable, W. H. Let Him First Bea Man. Boston, Lee and Shepard. 
Pp. 274. 

The “Scientific Memoirs ” issued by the American Book Company 
(New York), under the general editorship of Professor J. S. Ames, are 
historically interesting and valuable. They are reprints of the original 
papers announcing great discoveries or important general laws, and are 
accompanied by biographical sketches of the authors. 


THE first thing to be considered under this heading is how 
to get a competent knowledge of the subject-matter and the 
Knowledge of Methods of the science. This cannot be done with- 
the Subject. out much text-book study and much laboratory ex- 
perience. The best arrangement of work combines these two 
methods of training, from the school days on to the attainment 
of the final degree, and even through all of one’s professional 
life ; for the two relieve and supplement each other, and the time 
never comes when the aspiring teacher can say, I know enough 
for my work, I will be a student no more, or when he can, to 
the best advantage, learn by print alone. 


PREPARATION FOR TEACHING 239 


But there is no one necessary arrangement and order of 
preparation in science. The young man whose undergraduate 
days are spent in a small college, where the oppor- py aor and 
tunities for laboratory work may be very limited, Extent of 
should make the most of his general course in 
physics, which will probably give him the reading of a good 
text-book, and the seeing of a greater or less number of instruc- 
tive lecture-table experiments, should attend faithfully to his 
mathematics, carrying this study as far as circumstances will 
permit, and should get what he can of chemistry. If he has 
done all this, though he may not yet be a specialist in physics, 
he will be in excellent condition to appreciate and to profit by 
the opportunities which he should seek later in the graduate 
school of some university. 

But how long should the period of formal study last, how far 
should it carry the prospective teacher before he begins the 
practice of his profession? How much, for example, of mathe- 
matics is necessary? Must one take the calculus? Without 
unduly magnifying the importance and solemnity of our profes- 
sion, without imitating the ambitious example of those who 
introduce the study of psychology into the curriculum of a cook- 
ing-school, we are compelled to pause before answering these 
questions, and frame some brief philosophy of the objects of 
education and of the functions of the teacher. 

The objects of education in science are, on the one hand, 
to make men capable, self-sustaining, physically comfortable, 
on the other hand, to increase their capacity and Objects of 
opportunities for intellectual enjoyment. Each of Education in 
these objects has an ethical aspect; for men who ment ate 
are materially well-to-do, and intellectually happy, can hardly 
help being good men and good citizens. 

If all communities were alike, and all youths in each commu- 
nity alike, if all text-book makers wrote with perfect apprecia- 
tion of and care for the needs of these young people, providing 
information, training, stimulus, in due proportion and quantity, 
if all school boards made ample provision for the use of such 


240 PREPARATION FOR TEACHING 


books, — if all these conditions held, any one who had learned 
the text-book and the apparatus described by it, could be a 
successful teacher, and the profession of teaching would be 
honoured and paid accordingly. But no one of the condi- 
tions mentioned does hold. Communities and schools in 
America range from large to small, from rich to poor, through 
many fold, from rural to metropolitan, from the racially homo- 
geneous to the polyglot, from those having traditions of schol- 
arship to those having no traditions at all. As to the individual 
members of any class in school, some have capabilities for the 
theoretical side of physics, some for the practical side, some 
for neither. School boards and school principals may be 
incapable of making a wise choice of text-books, which vary 
greatly, not simply from good to bad but in method and 
purpose. 

Accordingly, the competent teacher is not a mere piece of 
machinery, made, like an elevator, to run with safety and des- 
The Teacher Patch, carrying its load of passengers through a 
must be a certain fixed distance along fixed lines and then 
Sane discharging them, without responsibility or care for 
their future fate and their ultimate destination. «He is, or is 
prepared to be, a guide, an adviser. However narrow his habit- 
ual horizon, he must know what lies beyond it. He must ask, 
What is the best kind of training, the best kind of information, 
the best kind of stimulus, for this particular class, for these par- 
ticular individuals, before me? How can I make this year they 
spend with me count most toward their life-long efficiency and 
happiness? How can I best develop their capabilities, correct 
their worst tendencies, influence their careers ?}) Of course every 
teacher who attempts all this will fail in much of his endeavour ; 
but it is better that he should try, and that he should make in 
his student days a preparation adequate to the responsibility 
which will rest upon him. ‘This means that he must know well 
all that he will be called upon to teach directly, and have a 
good general knowledge of much more. He may not be, 
probably will not be, in active teaching, able to keep up his 


PREPARATION FOR TEACHING 241 


more advanced studies, if they have ever extended far; but he 
will, if he has done his work faithfully and intelligently, retain 
at least an enduring reminiscence, a sustaining memory, that 
will be a source of strength to himself and of inspiration to 
his pupils. 

[I am not prepared, as some others may be, to advise that 
every prospective school-teacher of physics should take the 
degree of Doctor of Philosophy ; for this, requiring 
ordinarily three or four years of study beyond the 
baccalaureate course, a high degree of specialization, and much 
labour devoted to research, is a luxury, a superfluity of prepara- 
tion for his work, which the school-teacher cannot usually afford. 
‘The degree of Master of Arts, with the meaning it is now com- 
ing to have, as the certificate of one or two years of graduate 
study, usually devoted to some specialty, but with little or no 
original research, seems to me the reasonable goal of the school- 
teacher in preparation at present. 

I have said elsewhere that one can be a good school-teacher 
of physics who knows -no more of the science than one can get 
without the calculus, but my advice to the teacher yeeg of 
who wishes to realize the possibilities of his pro- Mathematics. 
fession is strongly against this limitation. Without the calculus 
one can read almost every page of an ordinary general English 
treatise on physics, such as Barker, Deschanel, Ganot, Hastings 
and Beach, Watson, etc., all of Faraday’s writings, Maxwell’s 
Heat, Tait’s Recent Advances, Lodge’s Modern Views of Elec- 
tricity, and a great deal more excellent literature of physics. 
But if the student would consult the larger general treatises, or 
follow the progress of research as revealed in such periodicals 
as the PurtosopHicaL MacaziIne or the ANNALEN DER PHYSIK, 
he will find himself baffled and mortified, if he has not a good 
working knowledge of this mathematical method of developing 
and expressing physical theories. It is true that a good deal of 
what is thus hidden from the non-mathematical reader he can 
perfectly well do without. It is also true that one who has a 


good knowledge of the calculus is likely to find much that is 
16 


Ph.D. or A.M. 


242 PREPARATION FOR TEACHING 


printed very hard and possibly unprofitable reading. But 
he who has become familiar with the language of the calculus 
will always have at least the satisfaction of feeling that he 
has the key to the gate of knowledge, that he can enter the 
field that lies before him, however great may be the difficul- 
ties that would await him there. This sense of freedom, of 
possibility, is worth much, even though it may be rarely put to 
the proof. | 

In the training of the teacher of physics should be included 
a respectable amount of chemistry as well as of mathematics, 
partly because the chemistry is needed in connec- 
tion with physics, partly because the teacher of 
physics is likely to be, at first, if not permanently, a teacher of 
chemistry also. 

One “course” of study being counted as the equivalent of 
one quarter of the work of one college year, the Master of 
Summary of Arts, as I have him in mind, well equipped for the 
Work. school-teaching of physics or mathematics, and 
tolerably fitted for the teaching of chemistry, will have taken, 
in addition to the pre-college physics of a good school, about 
five courses in physics, two or more courses in chemistry, for 
the character of which the reader is referred to Chapter VIII. 
of the first part of this volume, three or more courses in 
mathematics, including solid geometry, plane trigonometry, an- 
alytical geometry, and the elements of calculus with applica- 
tions to mechanics. This makes ten or more courses of science 
study, the equivalent of about two and one-half solid years of 
college work, out of the whole time, at least five years and often 
more, supposed to pass between admission to college and the 
attainment of the M.A. degree. 

The physics may well include one course or somewhat more 
in a general text-book, like one of those named earlier in this 
More chapter, with accompanying laboratory exercises of 
Specific. an illustrative and not too exacting character, usually 
quantitative, but not painfully accurate, a course of careful labo- 
- ratory work, with much text-book study, in heat and light, two 


Chemistry. 


PREPARATION FOR TEACHING 243 


such courses in electricity and magnetism, and a half course in 
thermodynamics. Every one of these courses except the first 
will naturally require some use of the calculus. 

Somewhere in the curriculum the student should learn to 
take, and to make use of, the indicator diagram of a steam- 
engine and the characteristic curves of dynamos. 
Engineering study in general is, in my opinion, 
more important for the prospective school-teacher of physics 
than special research in pure science. 

A brief course in mechanical drawing, and another in the use 
of ordinary wood-working and metal-working tools, should be 
got in somehow, in the summer if need be, unless the student 
is already tolerably versed in these arts; for every teacher of 
physics should be qualified in some measure to describe and 
make apparatus. ‘The habit of making rather careful drawings 
approximately to scale, in the designing of anything to be con- 
structed, is one which in the end saves time and trouble and 
expense. A reasonable acquaintance with tools and with the 
processes of the workshop often enables one to foresee and to 
avoid, without sacrifice of anything desirable, difficult and ex- 
pensive manipulations in the plans which at first occur to the 
designer. How to make things with the least labour, if he 
must make them, how to get the most for his money, if he 
has money to spend, are questions which the teacher must 
ponder well. 

A moderate degree of skill in a few of the simpler operations 
of glass-blowing should be sought by observation and practice 
at every reasonable opportunity, and in general the gapit of op- 
student should give attention not merely to the servation. 
main tasks which are plainly set before him, but to those 
sources of extraneous information and experience which, if 
duly cultivated, will yield a profitable return. The habit of 
general observation, not of everything under the sun, but of 
what will bear on one’s professional career, cannot be formed 
too early. Fortunate is he to whom this habit is instinctive ; 
but he to whom this special talent is not given need not despair. 


Other Work. 


244 PREPARATION FOR TEACHING 


The resolute and persistent will, this is the potentiality of all 
talents. 

In addition, the teacher of physics should know something of 
the history of the science and of the lives of the men who have 
History of  ©SPecially developed it. A class is always interested 
Physicsand to hear, for example, a brief account of the long 
ites contest, beginning in the time of Newton, which 
ended in the final establishment of the undulatory theory of light. 
Pupils like to know just what Galvani was doing with frogs’ 
legs when he made his immortal discovery. If they go far 
enough in the study of physics, they will be entertained by the 
British-German controversy over the merits of Mayer’s work on 
the mechanical equivalent of heat. It is well also to explode the 
myth about James Watt and the tea-kettle, replacing it by 
the sufficiently interesting true account of his development of 
the steam-engine. 

I have said nothing thus far concerning the study, by the pros- 
pective teacher, of the art of teaching as such. In common, 
Study of the probably, with most college teachers of physics, I 
Art of hold rather conservative views in regard to such 
rus ae study. But it would ill become one who is writing 
a book on the art of teaching physics to maintain that this art 
cannot be profitably studied through books or from the oral 
discourse of those who have practised it long. My state of 
mind in regard to this matter is perhaps one which may as well 
be frankly analyzed here and now. In the first place, I have my 
full share of the prejudice created against “methods” by the 
superficial, ill-balanced work of the early normal schools, In 
the second place, I hold that the student who has been well 
taught, has necessarily had, along with his conscious instruction 
in the science of physics, a good deal of possibly unconscious 
instruction in the art of teaching physics. In the third place, 
I have some apprehension lest the conscious study of this art will 
be accompanied by an over-conscious attention to the philoso- 
phy and psychology of the art, with the possible result of set- 
ting up a more ponderous system of mental machinery than can 


PREPARATION FOR TEACHING 245 


be used to advantage in the very practical, common-sense busi- 
ness of teaching young people. 

The students in any training school or college will perhaps be 
more exposed to this danger than their teachers will be ; but 
even the teacher, if his main attention is directed not to any 
science as such, but to the art of teaching his pupils how to 
teach their pupils this science, if he habitually looks at his chem- 
istry or his physics through a double layer of more or less opaque 
humanity, even the teacher runs the risk of ceasing to be what 
he ought to be, a chemist or a physicist with an inclination 
toward pedagogy, and becoming the less robust individual who 
may be described as a pedagogist with an inclination toward 
chemistry or physics. The science teachers in teachers’ colleges 
should have the ability, the means, and the opportunity, for doing 
some original work, work of research, in their sciences as such, 
without any regard, for the time being, to the pedagogic aspect 
of their profession, but with every sense and faculty steeped in 
the atmosphere of pure inquiry and bent to the prosecution of 
the simple scientific end proposed. 

The art of teaching is now receiving a great deal of intelli- 
gent attention, and progress is evidently being made. The old 
normal schools, instead of being abolished as useless, have been 
improved and are therefore growing in public esteem. Such a 
school as the very flourishing Teachers College of Columbia | 
University is an experiment, or, rather, an experiment station, 
which must be watched with interest by intelligent educators 
everywhere. The opportunity of beginning one’s teaching in 
a moderate way, under the supervision of an experienced 
teacher and frank critic, before taking the full and permanent 
responsibility of conducting a class, is an opportunity to be 
desired. If in divinity schools there is place and use for courses 
in “Homiletics and Pastoral Care,” it is difficult to see why, 
in the nature of things, there should not come to be in the for- 
mal training of the teacher a place and use for courses dealing 
with the technicalities of his art as such. I observe, however, 
that, in the catalogue from which I have taken the heading 


240 PREPARATION FOR TEACHING 


quoted above, this heading is placed over the very last division, 
except elocution, of the courses of instruction open to students 
of divinity. The learning, the science, stands foremost ; then 
comes the art. Thus should it be in the training of the 
teacher. 


GCHAPTER fil 


THE TEACHER AS STUDENT, OBSERVER AND WRITER 


REFERENCES. 


Nichols, E. L. Research Work for Physics Teachers. SCIENCE, Feb. 
8, Igol. 


In spite of what I have said in the preceding chapter con- 
cerning the degree of Doctor of Philosophy, I do not wish 
to discourage those who feel themselves willing and able to 
make what I have called a superfluity of preparation for the 
profession of teaching in schools. To some men the labour 
of scientific research, with all its inevitable drudgery, with all 
its large possibilities of negative results, is a joy in itself, a 
passion not to be quenched by the passage of years or by 
the lack of visible rewards from without. Ifa man has this 
passion, by all means let him cherish it and, so far as he can, 
gratify it. Let him go on, for example, to the attainment of 
the doctor’s degree, and then, if his life-work proves to be 
teaching in a school, let him preserve there, so far as he can 
without neglect of his first duties, his ambition and his habit 
of scholarship. 

Will such a man find opportunity and means for original re- 
search while engaged in school-teaching? Perhaps so. The 
late Professor Rowland once asked a former stu- original 
dent of his own whether he was doing any such Research? 
work. The reply was, “ No, I have n’t the time, and I haven’t 
the money ;”” whereupon Rowland exclaimed, “‘ Don’t need any 
time, don’t need any money, if you have only got the will.” 
But on another occasion, when he was asked what he should 
do with his students while making his researches, he replied, “ I 


248 THE TEACHER AS SPULDENT 


shall neglect them,” which was, in a way, true. It was well for 
-the world that Rowland did neglect his routine work, and he 
was readily forgiven this shortcoming ; but the ordinary doctor 
of philosophy must not expect, because he will not be able to 
deserve, a like indulgence. 

The real obstacle to research by teachers is not so much lack 
of time and means for laboratory work, as lack of the genius for 
Lipa finding the right thing to do, and lack of time and 
Nichols’s opportunity and will for keeping up with the litera- 
Suggestions. ‘ture of research. Successful research involves, 
first, hitting upon some more or less important problem ; 
second, making reasonably sure that no one else has solved 
the problem; third, solving it. In a paper read before 
the Physics Club of New York, in December, 1900, and pub- 
lished in Sclence for February 8, tgor, Professor Nichols of 
Cornell has discussed the possibilities of research by teachers 
in a very interesting and suggestive way. I cannot help think- 
ing, however, that this paper is likely to be of more use to college 
teachers than to school-teachers ; for very few men who have 
not had experience and training in research during their stu- 
dent days are likely to cope successfully with the difficulties 
presented even by the apparently simple problems which 
Professor Nichols mentions as within the reach and power 
of teachers in schools. 

The advice given by Professor Nichols, that every teacher 
of physics should habitually read either Sct—eNCE ABSTRACTS or 
the BEIBLATTER to the ANNALEN DER PHYSIK, as well as some 
other standard journal of physics, seems to me excellent in 
spirit and intention, though possibly a little too sweeping. 
Much that appears in these periodicals is rather discouragingly 
beyond the reach of the school-teacher of physics as he now 
exists, or as he is likely to exist for some years to come. A dry 
summary of highly technical papers, often contradicting each 
other, usually given without authoritative criticism or comment, 
can be inspiring only to him who is in the thick of research, 
and able to give much of his time to reading and investigation. 


THE eh ACH EVs SLOANE 249 


Any very important discovery or advance in physics is pretty 
sure to be noticed before long in more popular publications. 
NATURE, SCIENCE, and some of the engineering journals will be 
found more genial and, I believe, more profitable reading than 
the Agsrracts or the BEIBLATTER by most teachers in schools 
at present. 

It is of doubtful advantage to any man to undertake a thing 
which is too hard for him. All of us do best by doing well 
the things that naturally come to us, from circum- work akin 
stances or from the promptings of our own natures. 10 Research. 
The surest profit of research, the mental and moral exercise 
and enjoyment of it, may be attained in full measure by him 
who has no thought of publication, and whose only conscious 
object is to improve the quality of his teaching. Is there an 
habitual experiment or an habitual laboratory exercise that 
goes badly? If so, just there lies the opportunity and the 
motive for research; and when this research is successfully 
ended, not only the teacher’s pupils but his fellow-teachers 
also should profit by it. Is there some natural phenomenon, 
within doors or without, in the sky, the air, the water, the 
ground, of which the teacher does not have a satisfactory de- 
scription and theory; just there is the occasion for first-hand 
observation and reflection, perhaps for original discovery. The 
habit of really looking at and thinking about the familiar objects 
of every-day experience is sure to bring usefulness and may 
bring fame. Some men have this habit by nature, and may 
even suffer from a too miscellaneous interest in what goes on 
about them; but others must deliberately cultivate the habit, 
directing it toward such things as are, from a professional stand- 
point, important for them. 

I shall presently give, at considerable length, examples of the 
problems, essentially problems of research, which every teacher of 
elementary pnysics will find in his laboratory work, and of the way 
in which I have attacked these particular difficulties. I say “ at- 
tacked” advisedly, for I do not claim complete victory, or a fin- ° 
ished undertaking. The results reached in this endeavour are not 


250 VHE TEACHER AS*STUDENT 


of very great importance in themselves ; but they will illustrate 
well enough the short and halting forward steps by which pro- 
gress in the art of elementary laboratory teaching is made. 

Before giving these illustrations, which will make the next 
chapter, I wish to enumerate, as examples of the things, outside 
Physicsout Of books, which may profitably engage the atten- 
oh ore tion of the teacher or his pupils, certain objects 
and phenomena which have interested me during a recent visit 
to the seashore. ‘These are: The waves which accompany the 
progress of a steamer in a straight line through a smooth sea, 
their shape and succession, the surprising length of time after 
the steamer has passed before they reach the neighbouring 
shore, the ripple mark they channel in the sand along the line 
where each advancing wave meets its retiring predecessor in a 
switl; the bits of mirage, by which, at times, distant objects 
just above the water-line are shown double, as by a horizontal 
aerial mirror, and the distinction between such reflection and 
that produced by the water-surface; the smooth patches, 
“slicks,” in ruffled water and their probable cause ; the wind- 
ruffled patches in smooth water and the frequent slowness of 
their progress; the proper angle between boom and keel in 
sailing, and how much it is affected by friction and leeway ; 
the floating of sand, in grains and patches, inches across, on 
the surface of calm water; the functions of the squid’s 
mantle ; the differences of stroke which persons of different 
bodily shape must use in swimming; the best position of the 
body for swimming in rough water; the presence and circula- 
tion of fresh water in the sand near the reach of the tides. 

On these and other things which met my eye and held my 
thought, I probably made no observation or reflection that had 
not been made a thousand times before, — none that would be 
worth reciting or printing at any length; but my days were 
fuller, my enjoyment wider and more rational, my profit greater, 
than if I had not seen them and thought about them. 

All these things of which I have just been discoursing at- 
tracted my attention during a vacation. At home I should have 


JHE NP RACHEL Hs S8LODLV I, 251 


seen few of them and perhaps not have reflected on these few. 
Change of scene, variety of experience, is for most of us neces- 
sary, if we would keep our. faculties awake. An change and 
occasional change of text-books, for the mere sake Variety. 

of refreshment of mind, or, better, the habitual use of a number 
of text-books, is wise and wholesome. The habit of coming 
together for professional consultation with other teachers, of 
visiting their laboratories and classes, is a habit to be resolutely 
maintained. ‘The man who lives too much within himself, who 
moves within too narrow limits of experience and thought, soon 
comes to dread contact with his fellows, to shrink from new 
ideas as one whose limbs are cramped shrinks from motion. 
When the teacher finds himself in this condition, he must rouse 
himself; to yield is for him to become an old man at once, what- 
ever his age as reckoned by the calendar. 

Of course, he must not give up his professional methods and 
ideas merely because they are questioned or criticised or de- 
nounced or ridiculed. He must rather hold himself ready to 
defend them, so long as he believes them worthy of defence ; 
but in order to do this he must be willing to hear what is said 
against them. Few men, I take it, like to be made a target by 
critics or adversaries; but those who cannot bear it must be 
content to remain unseen. 

The practice of writing for publication is to be commended 
for the teacher, provided there is some professional matter in 
which he believes himself able to interest and in- writing ana 
struct his fellow-teachers or the public at large. It Speaking. 
is true that his judgment of what is interesting and instructive 
may not always be confirmed by that of editors, especially of 
editors who pay for what they accept ; and it is doubtless true 
that no form of rejection sufficiently suave to be quite satisfac- 
tory to the author of the rejected manuscript has yet been 
found ; but, nevertheless, writing is good for the writer. It 
compels him to think clearly where he may have thought 
vaguely ; it keeps his attention on the theme discussed and 
rouses thoughts he never knew before or, knowing, has forgotten, 


252 THE TEACHER AS STUDENT 


Even the rejection of his offering by some hard-headed, if not 
- hard-hearted, editor may be salutary, impelling him to cultivate 
a livelier habit of thought and a better style of expression. Such 
excellence of language, in speech and writing, as the teacher 
may readily be capable of, he should habitually maintain ; for a 
good style is more intelligible, as well as more pleasing, than a 
bad one. Every English-speaking teacher should be, directly 
or indirectly, a teacher of English. 


CHAPTER IV 


PROBLEMS OF LABORATORY PRACTICE 


REFERENCES. 


SCHOOL SCIENCE. Chicago. Zeitschrift fiir den physikalischen und 
chemischen Unterricht, Berlin. 


In this chapter I have brought together accounts of attempts 
recently made to improve in certain respects the work done in 
one of my laboratory classes, work similar to that of the physics 
classes in many secondary schools. I give these accounts as 
showing the kind of work, original in its way, in which any 
teacher may employ his energy for the betterment of his art. 


On Water-Proofing Wooden Blocks. 


In elementary laboratory work it is a common practice to put 
wooden blocks or rods into water, and for such purposes that any 
considerable amount of soaking would be decidedly objection- 
able. A simple, easily applied, and thoroughly effectual method 
of water-proofing is, I fear, still to be discovered. Paint, in 
a very thick coat, would doubtless protect the blocks for a time ; 
but painted blocks would be rather unsightly, and, moreover, 
the paint would come off in the hard usage of elementary labo- 
ratory work. Similar objections apply to any form of varnish- 
ing that would really keep out the water. Impregnating the 
wood with paraffin seems to be, on the whole, the best device. 
There are various ways and degrees of doing this, and I have 
been in doubt until recently, as many teachers may still be in 
doubt, as to the relative efficiency of these various practices. 

From my experiments in water-proofing cherry-wood blocks, 
I have come to the conclusion that, for ordinary laboratory 
purposes, the use of an exhaust pump to draw out the air from 


254 PROBLEMS OF LABORATORY PRACTICE 


a block submerged in very hot paraffin is not necessary, but 
. that it is well to allow the block to remain buried in the paraf- 


fin while cooling. A block about 9 cm. 
long, with the grain, and about 4 cm. by 
3 cm. across the grain, treated in this 
way, absorbed about 2.7 gm. of paraffin, 
increasing in weight from 58.1 gm. to 
60.8 gm. Later, submerged in water, 
this block gained in weight about 0.8 
gm. in 4} hours and 2.1 gm. in 17} 
hours. » 

As a result of this study, I have had 
constructed, for the purpose of water- 


Lee proofing wooden blocks of a familiar 


size, about 7.5 cm. square by 3.8 cm. 


foie: a Me thick, a copper trough 25 cm. long, 9 


cm. wide, and about 13 cm. deep, 


slightly rounded at the bottom so as to allow free movement 
of paraffin beneath the blocks. Across each end of the trough, 
and extending a little below the bottom, is soldered a metal bar, 


the ends of which project on 
either side. These crossbars 
serve as a support for the trough 
when it is placed, for cooling, in 
water. For heating, the trough 
is supported by resting the ends 
of the crossbars in slots at the 
top of brass posts reaching up 
from a broad wooden base, the 
height being so adjusted as to 
adapt it to the use of a Bunsen 
burner. 

Fig. 1 shows an end view of 
the trough on its support. Fig. 2 


shows one end of wooden base as seen from above. 


Fig. 3 


shows how, by means of a brass strip, ss, properly shaped, the 
blocks may be prevented from floating in the melted paraffin. 


PROBLEM SMOPSLABORAT ORY (PRACTICE © 255 


The following seems to be a good method of procedure. 
Melt enough paraffin in the trough to have a depth, before the 
blocks are put in, of about 4 cm., and bring this to a temper- 
ature of about 100° C. Put in six blocks, each having a stout 
wire twisted around it to separate it from its neighbours and 
to serve as a handle for lifting it from the trough; put in the 
brass strip, ss, Fig. 3; heat the bath again to 100° C.; lift the 
trough from its support and stand it, or float it, in a large tank 
of cool water; after the trough has been in the water half an 
hour or more, remove it from the tank, lift out the blocks, 
which will doubtless be covered in part by solid paraffin, and 
wipe them carefully while the wax is still soft. In order to take 
out the blocks with ease, it will probably be necessary to apply 
the flame for a little while to the bottom, sides, and ends of the 
trough. 


On the Use of the Spring-Balance. 


The spring-balance deserves and, I must admit, needs some 
words of defence and exposition from its friends. It is so in- 
expensive, so convenient, so quick in its action, that I make 
very. much use of it, in spite of its exasperating inaccuracy in 
its native state. This inaccuracy is, of course, due to the 
cheapness of its construction, the price at which it is sold not 
warranting the adaptation of the scale of each balance to the 
idiosyncrasies of its spring, so that the faces are merely stamped 
in divisions corresponding more or less closely to the behaviour 
of the average spring ; and, beyond that measure of adjustment, 
agreement of spring and scale is a matter of luck. 

I have, in the Harvard Descriptive List, written out with care 
directions for studying inaccuracies of the scale and recording 
them in a graphical form. But further experience and re- 
flection have convinced me that the best thing to do with an 
incorrect scale is to cover it with paper, fastened on with 
mucilage after the face of the scale has been cleaned and 
slightly roughened with rather coarse emery, and mark a new 
and, as nearly as may be, correct scale on this paper. To do 


256 PROBLEMS OF LABORATORY PRACTICE 


this successfully, well enough at least to improve greatly the 
graduation of many balances, is an exercise not too long or too 
difficult for a rather young class. ‘The following method works 
well: Cover the scale of the balance, which we will suppose to 
be one of the very familiar 250-gm. instruments marked off in 
ro-gm. divisions, with paper fastened on with mucilage. Cut 
a thin strip of spring brass to the shape shown in Fig. 4, the 
scale of which is % ; bend this strip sharply and carefully along 
the dotted line dd, and so shape it that, when this bend is 
fitted to the edge of the balance case, the end ¢e will clasp the 
back of the case with some firmness, as in Fig. 5. ‘The part 
adc should be of such length that ¢ will nearly touch the index of 


e de 
e ade 
Fig. 4. Fig. 5. Fig. 6. 


the balance when the two are on the same level, as in Fig. 6. 
Now suspend the balance in a free vertical position, without 
load, and slide the spring-brass clasp, which should grip the 
case firmly enough to stay in position wherever placed, up or 
down until one edge is in line with the significant part, point 
or line, of the index, or, rather, make the adjustment in such a 
way, that, when a fine pencil line is made along one horizontal 
edge, this mark will be in line with the significant part of the 
index. After this zero line is drawn, put on a ro-gm. load, 
make a new adjustment of the slider, draw the corresponding 
line, etc. A graduation made in this way ought not to be 
wrong at any mark more than 1-gm. Change of performance 
of the spring, from rust or other causes, may in time invalidate 
this graduation, but it will always be easy to make a new one. 
It must be granted that, even after the scale has been cor- 


PROBLEMS VOT LABORALORYS PRACTICE (257 


rected, the pupil can easily make errors in the use of the spring- 
balance, and that, in fact, he must look with some care in order 
not to make errors of'a gram or more in his readings. I do 
not, however, consider this an objection to this form of balance. 
The habit of intelligent care is one of the most important ob- 
jects to be attained in the study of physics or in any other study. 
A boy who is unwilling or unable to read such a spring balance 
as I have described, on which the ro-gm. divisions are about 
0.2 cm. long, without commonly making an error exceeding 1 
gram, is not fit to use a beam-balance ; for the latter, though 
far more sensitive than the spring-balance, is no automaton 
miraculously contrived to prevent the natural consequences of 
stupidity and carelessness. In order to yield good results in 
the hands of some boys, a piece of apparatus must have such 
cunning that it will not permit itself to be set wrong or read 
wrong, and such vigour of constitution that it will not mind 
being knocked off the table occasionally. 

In studying the parallelogram of forces, some teachers use 
weights suspended by cords passing over pulleys, the latter 
being attached, but movable, along the edge of a round table. 
The friction of the pulleys and the need of a table of peculiar 
form seem to me objections to this device. Spring-balances, 
correctly graduated, are, I believe, preferable in this experiment. 


On the Use of the Platform-Balance. 


Double-platform balances, costing, with weights, about $7.00, 
weighing anything up to a kilogram, with an ostensible accuracy 
of o.1 gm., are very common and extremely useful pieces of 
laboratory equipment. Unfortunately, they do not always live 
up to their professions; and I never feel quite sure of the last 
tenth of a gram, even if the set of weights accompanying 
the balance is correct within that limit, which is usually more 
than doubtful. There are some experiments, which I like 
to give, in which a change of o.1 gm. in the weight of some 
heavy body is rather important ; and yet, for use in such experi- 

I? 


258 PROBLEMS OF LABORATORY PRACTICE 


ments, I know nothing which, all things considered, is likely 
to replace this balance, with all its faults. 

As the absolute weight of the body dealt with, in the experi- 
ments just mentioned, is usually a matter of small importance, 
provided its change of weight during an experiment can be 
correctly found, inaccuracies of the metal weights used are 
not likely to be troublesome, provided the large weights, in 
which the perceptible errors are likely to exist, remain in use 
during the whole operation. The most serious causes of error, 
and the means for avoiding them, are perhaps sufficiently indi- 
cated in the following set of rules for the use of the kind of 
balance now under discussion : 


Directions for the Use of the Double-Platform Balance. 


1.1 When it is necessary to weigh an object to a fraction of 
a gram on this balance, a vertical scale should be placed on the 
table alongside the outer edge of one platform, and the balance 
should be regarded as in equilibrium only when the edge of 
the platform is level with some particular mark on this scale. 

2. Before making any weighing, be sure that the balance is 
in equilibrium, with no load on either platform, and with the 
sliding weight at zero. This test should be repeated frequently 
during the use of the balance. 

3. Put the object to be weighed at the middle of the left- 
hand platform. Put the weights, especially the large ones, as 
nearly as may be at the middle of the right-hand platform. 

4. Any heavy shock suffered by the balance is likely to put 
the bearings temporarily out of order, enough to affect the 
weighings perceptibly. Such a shock is most often given by 
unloading one platform while the other remains loaded. When 


1 Section 1 of these directions has reference especially to balances 
of the old pattern without pointer. Many balances now have pointers, 
but rather unsatisfactory ones. If the ordinary pointer were doubled 
in length, and brought to a sharp tip close to the scale, which should 
be reduced to a single well-defined mark, there would be no need of 
Direction 1, 


PROBLEMS OF LABORATORY PRACTICE 259 


the load of either platform is to be removed or much changed, 
the other platform should first be pushed down as far as it 
will go. | 

5. If the balance has by any accident suffered a disturbing 
shock, the bearings should be worked back into good condition 
by pressing firmly down on both platforms and then rocking 
them up and down several times. 

6. There may be small differences between large weights 
which are marked alike. Therefore, in any case where a small 
change in the weight of some heavy object is looked for, as 
in Exercise 34 (of the list given in Chapter X.), on the Density 
of the Air, or in Exercise 52, be careful to use the same large 
weights in all the weighings. 

7. Take great care to let no mercury come into contact with 
brass weights. Mercury is often carried as a film on the fingers, 
and is usually to be found in small beads on the table-top. 

8. Always replace the weights in their proper holders when 
the weighings are finished. 


Measurement of the Expansion of Air. 


I have been from the first much interested in those two 
exercises of the Harvard Descriptive List which undertake 
to measure the two coefficients of expansion of air, and 
have been somewhat disappointed at the comparative neglect 
of them in the schools. I must confess, however, that they 
present some difficulties, and that the results obtained from 
them by my own classes have not been always satisfactory. 
And yet, Iam so fully persuaded of the importance of these 
exercises, that, instead of giving them up, I have lately revised 
pretty thoroughly their details, in the hope of making the work 
easier and the results better. 

The glass tube which is to contain the imprisoned column of 
dry air should be at the start about 45 cm. long. The diame- 
ter of its bore should be about o.1 5 cm.; for, if it is much 
smaller than this, the capillary effect on the mercury column 
which confines the air, which effect will rarely be quite the 


260 PROBLEMS OF LABORATORY PRACTICE 


same at both ends of the column, may prove troublesome, and, 
_ if it is much larger than this, the mercury column is likely to 
break, especially in transportation. 

Comparative calibration of different parts of the tube is 
needed for satisfactory measurement of the expansion of air 
Calibration Under constant pressure. If tubes could readily 
of Tube. be found in which the increase of length of the 
air column, during heating at constant pressure, would occur 
in a part of the bore differing not more than 1 per cent in 
cross-section from the part occupied before expansion, it would 
hardly be worth while to keep a detailed record of the calibra- 
tion. But, as this standard of uniformity cannot well be main- 
tained, a record of the calibration should be kept, and each 
tube in its finished condition should be accompanied by such a 
record, which may well be in the form indicated by Fig. 7. 


D t 0 ‘ 
ieee nn Re ai RS a RSTRNT ERO RE 
£0.00 2.90 9.85 2.80 


Fig. 7. 


This would mean that a certain mercury column was 9.80 cm. 
long when its middle was at a point indicated by the dot nearest 
the now sealed end of the tube; that the same column was 
9.85 cm. long when its middle was at the point marked by the 
next dot, and so on. Expansion, during heating at constant 
pressure, will in this tube take place mainly or wholly in the 
section between the point marked 9.90 and that marked f0.00. 
The mean length of the calibrating column in the three right 
hand sections being 9.85, the variation of bore of the tube will, 
if neglected, cause an error of about 1o parts in Ioo0o, or 
1 per cent, in the value of the coefficient of expansion calcu- 
lated from the observations at constant pressure. If the cali- 
brating is well conducted and recorded, still less uniform tubes 
than the one here imagined may well be used, proper correction 
being made for the variation of bore. 

The outer diameter of the tube should be about 0.6 cm. 
This will insure sufficient strength and will make a good but 


PROBLEMS OF LABORATORY PRACTICE 261 


not too tight fit where the tube is pushed through a o.5-cm. 
hole in a rubber stopper, as it will be in use after completion. 
The companion glass tube, which will be connected pjameter of 

with the one already described and will contain the Tube. 

outer end of the mercury column, will be called the outer 
tube or the open tube. This outer tube should be at least 50 
cm. long, but in other dimensions as like as may be to the 
inner tube which is to contain the imprisoned air. The outer 
and the inner tubes are to be connected bya piece of antimony 
rubber tubing about 6 cm. long, 0.3 cm. in diameter of bore, 
and o.8 cm. in outside diameter. Into this tube each of the 
glass tubes should extend about 1.5 cm., leaving 
about 3 cm. clear. This arrangement will enable 
us to place the glass tubes at right angles with each other, as in 
Fig. ro, without danger of collapsing the rubber connection. 
The bore of the rubber tube being much larger than the bore of 
the glass, four times as large, in cross-section, we will suppose, 
a sort of pocket will exist between the glass tubes, which must 
be remembered in the operation of filling. 

This operation is one of critical importance, for if it is not 
properly done, insuring dry airfor the expansion, the apparatus 
is worse than useless. It is, of course, not enough care in 
merely to make sure that there is no visible mois- Drying. 
ture in the tubes. Care must be taken that no invisible layer 
of water, sufficient to produce any considerable pressure of 
vapour on evaporation, exists within the closed air space after 
the filling. It is practically impossible to dry out a small-bore 
tube after one end is sealed. For sure effects, dry air must be 
drawn through the tube while it is hot, and this process should 
continue for some little time, several minutes at least. The 
heating is readily accomplished by means of a steam jacket 
(Fig. 8), about 36 cm. long, that is, about 4 cm. shorter than 
the finished sealed tube is to be. The air is well enough 
dried by making it bubble gently through eight or ten centi- 
meters of sulphuric acid among glass beads. 

In preparation for filling, take the selected and calibrated tube 


Connections. 


262 PROBLEMS OF LABORATORY PRACTICE 


which is to contain the air and, applying to it, 5 cm. from one 
‘end, a slender gas flame (through a burner consisting of a piece 
Making of glass tubing 2 or 3 cm. long and about 0.05 cm. 
Connections. jin diameter of bore), reduce the diameter to about 
one third of its original size, making this reduction affect as little 
as may be of the length of the tube. Place the tube in the 
heating jacket and connect it with its companion glass tube by 
means of the rubber tube already described, taking care that 
there be no visible moisture in any of these tubes when they are 
put together. Connect at the left, Fig. 8, with an aspirator 


pump. Connect the drawn-out end of the air-tube, at the right 
in Fig. 8, with the drying bottle. Especial care should be taken 
to have the junctions between rubber and glass tight, other- 
wise steam, escaping from the heating jacket, may be drawn 
into the tube by way of these junctions. 

Let steam flow through the jacket, and draw air through the 
heated glass tube at the rate, let us say, of 1 cu. cm. per second, 
Process of to be estimated roughly by means of the bubbles 
writen rising from the acid in the drying bottle. The 
arrangement thus far is indicated by Fig. 8, which shows a 


1 It is well to have a tiny wad of cotton in each end of the main tube 
while it is being put into the heating jacket; for this jacket, as well as 
the stoppers at its ends, through which the glass tube must extend, is 
likely to be wet, and without precaution water may thence enter the glass 
tube. 


PROBLEMS OF LABORATORY PRACTICE 263 


device for relieving the reduced section of the glass tube from 
the weight of the connections. The arrow indicates the course 


of the air coming from the drying bottle. 


Maintain this condition of things ten minutes ; then discon- 


nect the pump. Apply the small flame once 
rowed section of the glass tube until this is 
neatly sealed. Allow a little time 
for the glass to cool after the ap- 
plication of the flame and then withdraw it 
from the steam jacket, keeping it all the 
time connected with its companion tube. Of 
course the heated tube in cooling draws in 
some air from the outer tube or the rubber 
connection, but, as this air has been dried, it 
willdo no harm. The undried air of the room 
will enter the outer tube only. It is probable 
that the inner tube would acquire no injurious 
amount of vapour if the operation of intro- 
ducing the mercury were deferred for some 
days or even weeks, though, if this delay 
were to occur, it would be safer to detach the 
inner glass tube from the rubber connector 
and seal its open end with paraffin for the 
time being. Dry air should, in this case, 
be drawn through the connector and the 
outer tube before reconnecting for further 
operations. 

The business of putting in the mercury is 
facilitated by the use of a mercury bottle, or 
reservoir, having a side opening yatroduction 
near its bottom, as in Figs. 10 of Mercury. 
and 11. The tube to be filled, being con- 
nected with this opening, will receive the 
mercury horizontally, under a pressure which 
need differ but little from that of the atmos- 
phere, —a condition of things which make it 


Sealing. 


more to the nar- 
melted off and 


Vp, 
ULL 


San 


NWUMM MM 
i) 
Va 


Witt, 


Fig. 9. 


264 PROBLEMS OF LABORATORY PRACTICE 


easy to control with considerable nicety the amount of air to 
-be left in the tube. This is an important consideration ; for, 
if too little air remains, small errors of volume become im- 
portant ; and, if too much air remains, expansion at constant 
pressure may reach beyond the limit of the inner tube. 
Connect, then, the tube, the mercury bottle, a pressure- 
gauge and the aspirator air-pump, according to the indications 
Aghutiient of Fig. 9, which represents the bottle lying on its 
of Air- side and does not undertake to show the method 
ea by which it is fastened to its support. Before 
the pump is set in operation, a rough calculation should be 


WL it WLLL, NN } 
Lhe CMM 


Fig. Io. 


made of the degree of exhaustion required. Let us suppose 
that the closed tube is 40 cm. long, the rubber connection — 
equivalent in capacity to 12 cm. of the glass, the outer tube, 
of same bore as the sealed tube, 50 cm. long, making a total of 
102 cm. We wish to have the imprisoned dry air column, at 
atmospheric pressure and ordinary temperature, about 26 cm. 
long. Accordingly, before admitting mercury to the outer tube, 
we should reduce the air pressure within the tube to 26 / 102 of 
the barometic pressure, about 19 cm. It is well, however, to 
make a first trial with a somewhat greater pressure ; for it is 
better to take out too little air at first than too much. When, 
therefore, the gauge indicates about 21 cm. pressure, close the 
pinch-cock ¢, disconnect with the pump beyond «¢, tip the bottle 


PROBLEMS OF LABORATORY PRACTICE 265 


up into the position shown by Fig. 1o, thus bring the mercury 
over the end of the tube, lift the sealed tube to a vertical posi- 
tion, as in the figure, so that the mercury entering will leave no 
air bubbles in the rubber connector, and then open the pinch- 
cock, letting the air in rather slowly. When equilibrium is 
reached, lay the sealed tube horizontal, as in Fig. 11, and 


: A 


WEEE 


Fig. 11. 


measure the length of the imprisoned air-column. If this is more 
than 27 cm. long, it will be well to take out a little more of the 
air, for which operation the position of Fig. g should be re- 
sumed. If the length of the air-column proves to be between 
24 cm. and 27 cm. long, it is well enough, and the tube should 
be disconnected from the bottle, the apparatus being, for this 
operation, laid on its side, as in Fig. 12, in order to avoid 


Figu12, 


spilling mercury. A part of the mercury in the outer tube 
should now be allowed to run out, so that the column finally 
left in it, when the whole is laid horizontal, shall be not far 
from 35 cm. long.' 


1 [ have lately tested 23 tubes prepared, either by myself or under my 
supervision, in general accordance with the directions here given. Two 
of them were bad, giving more than .oo04 for a, the coefficient of pressure 
increase. This probably indicated incomplete drying, due, perhaps, to 


266 PROBLEMS OF LABORATORY PRACTICE 


If manufacturers would properly select, calibrate, clean, dry 
out and seal the tubes, and close one end temporarily with 
Calibration, Paraffin (see p. 263), it would be an easy matter 
atl ale y for teachers to fill them. ‘This division of labour 

"would avoid the danger of breaking, to which the 
mercury column is subject during transportation. 


some carelessness in following directions. The others gave for a, 
values ranging from .00356 to .00379, the mean being .00366. Most of 
the variation was probably due to inequality of capillary effects at the 
hot and cold ends, respectively, of the mercury column. Each end of 
this column should be jarred smartly just before readings are made. 


CHAPTER V 


SCHOOL TEXT-BOOKS OF PHYSICS 


REFERENCES. 


This list is made up of general text-books intended for school use, 
most of which include or have reference to directions for a course of 
laboratory work to be done by the pupils. Laboratory manuals, as dis- 
tinguished from text-books, special treatises on parts of physics, and 
general text-books suitable for the use of teachers rather than pupils, will 
be named later in connection with Chapters VIII. and X. 

Avery, E.M. Elementary Physics. New York, Butler, Sheldon, & 
Co. School Physics. Same author and publisher. 

Carhart and Chute. High School Physics. Boston, Allyn & Bacon. 
1902. Pp. 433. 

Cooley, L. R. C. Student’s Manual of Physics, New York, Ameri- 
~ can Book Co. 

Crew, Henry. Elements of Physics. London and New York, Mac- 
millan. 1900. Pp. 353. 

Gage, A. P. Boston, Ginn & Co. 

Elements of Physics. 1898. Pp. 381. 

Introduction to Physical Science. 1896. Pp. 374. 

Principles of Physics. 1895. Pp. 634. 

Gilley, F. M. Principles of Physics. Boston, Allyn & Bacon. Igot. 
Pp.:552- 

Halil, E. H. and Bergen, J. Y. Text-book of Physics. New York, 
Henry Holt & Co. 1897. Pp. 596. 

Henderson, C. H. and Woodhull, J. F. Elements of Physics. New 
York, D. Appleton & Co. 1900. Pp. 388. 

Hoadley, G. A. Brief Course in General Physics. New York, 
American Book Co. 1900. Pp. 463. 

Nichols, E. L. The Outlines of Physics. London and New York, 
Macmillan. 1897. Pp. 452. 

Rowland, H. A. and Ames, J.S. Elements of Physics. New York, 
American Book Co. 1900. Pp. 252. 

Stone, W. A. Experimental Physics. Boston, Ginn & Co. 1897. 
Pp. 378. 

Thwing, C. B. An Elementary Physics, Boston, Sanborn & Co. 


1900. Pp. 371. 


268 SCHOOL TEXT-BOOKS OF PAYSICS 


Wentworth, G. A. and Hill, G. A. A Text-book of Physics. Boston, 
Ginn & Co. 1898. Pp. 440. 

Wright, M.R. Elementary Physics for the Use of Schools and Col- 
leges. London and New York, Longmans, Green & Co. Pp. 256. 


We have now considered the natural qualifications of a 
teacher of physics, his formal professional education and some 
of the means and habits by which he can keep himself a student 
and a thinker during the routine practice of his profession. It 
is now time for us to consider what should be his general 
method or theory of teaching. 

If I had undertaken to write on this subject twenty years ago, 
it is doubtful whether I should have said anything about labora- 
tory work for the pupils in general of secondary schools. No 
such work was provided for by the text-books in 
common use at that time; and the school-teachers 
of physics, who, as a rule, had never enjoyed laboratory oppor- 
tunities for the study of the science, and who often were mere 
conscripts in the service of physics teaching, were not much in 
the habit of extending their activity beyond the reach and direc- 
tions of the book in hand. | 

Fifteen years ago I should have had to consider the ques- 
tion, strictly a question at that time, whether class laboratory 
work in the school teaching of physics is practicable or de- 
sirable. ‘To-day the question is, What laboratory work shall 
be done, how much, and in what spirit? Practically, all the 
American physics text-books written for use in secondary schools 
nowadays take class laboratory work for granted, although they 
differ among themselves in the amount and character, or motive, 
of the exercises which they recommend. 

The main purpose of the text-books twenty years ago was to 
give information. ‘Training of the senses and of the powers of 
General Infor. ObServation and reflection was hardly considered in 
mation. Type their construction. ‘They had little more care than 
seat dictionaries have for the intellectual processes of 
their readers. In their one function they probably were, when 
faithfully studied, fairly successful. For example, Arnott’s Zl 


Retrospect. 


SCHOOL TEXT-BOOKS OF PHYSICS 269 


ments of Physics, 1877, recommended to schools by Harvard 
University in 1881, contained a vast number of interesting state- 
ments, most of which would still be accepted as true. It had 
873 pages, and, though it was without an index, its table of con- 
tents covered 13 pages. It dealt with an enormous variety of 
particulars. But it did not, I believe, give one problem of any 
kind for solution by the reader. In fact, I doubt whether there 
was in the whole book a single interrogation, except those of a 
rhetorical character. The object and hope of the book seemed 
to be, so fully to anticipate all needs and questions of the reader 
that he would never have to do any thinking on matters of 
physics. | 

Of course, this book was the extreme of its type, and for that 
reason I have described it, my object being not so much to show 
how great the change has been in twenty years, as to make plain 
what manner of book results from the complete neglect of the 
training function. In spite of the fact that many a middle- 
aged man remembers such books with a kind of fondness, and 
loyally declares his indebtedness to them, a general recognition 
of their superficial and unsatisfactory character has gradually 


retired them from use ks appealing more _to the reason of 
the pupil, treating him_as a growing thing, to be fed, developed, 
and trained, rather than as a recept be filled, have také 
their place, 


It is not in physics alone, or in natural science alone, that a 
change like this has occurred. A general movement of the 
same kind was characteristic of the latter part of the 
nineteenth century in all fields of educational ac- cuaaeee 
tivity in America. One of the first text-books of Mad er 
physics, if not the very first, to show this movement 
was the Elements of Physics, written by Mr. A. P. Gage of the 
Boston English High School, which appeared in 1882. This 
book carried on its cover the exhortation, ‘“ Read Nature in the 
Language of Experiment,” and it described many experiments 
to be performed by the pupils. The Author’s Preface began 
thus: “In his report for the year 1881, Mr. E. P. Seaver, 


270. SCHOOL TEXT-BOOKS OF PHYSICS 


Superintendent of the Public Schools of Boston, says: ‘It is 
a cardinal principle in modern pedagogy that the mind gains a 
real and adequate knowledge of things only in the presence of 
the things themselves. Hence, the first step in all good teach- 
ing is an appeal to the observing powers,’’’ etc. That is, labo- 
ratory work, the laboratory method of study for pupils of the high 
school age, was in the air, so much so that its most enthusiastic 
advocates did not trouble themselves to argue for the desirability, 
but only for practicability, of such a feature in the school course. 
Gage’s book soon came into wide use, and it must have ex- 
erted a great influence on the methods of instruction in physics 
in the United States. Meanwhile there were other much-used 
text-books, good in their way, which I do not mention here by 
name, because they were not particularly influential in pushing 
forward that revolution of practice the course of which l am 
roughly tracing. 
An act of importance in this history was the pabica taal in 
1886, of the following statement, as a definition of one of the 
alternative requirements in physical science for ad- 
Harvard eis - : 
‘Action on mission to Harvard College: “ A course of experi- 
reveraa$ ments in the subjects of mechanics, sound, light, 
heat, and electricity, not less than forty in number, 
actually performed at school by the pupil. These experiments 
may be selected from A. M. Worthington’s Physical Laboratory 
Practice (Rivingstons, London, 1886), or from the Mew 
Physics, by John Trowbridge (Appleton & Co., New York), 
or from any similar laboratory manual.” This was supplemented 
by the further statements, “In the second of the alternatives in 
elementary physics, . . . the candidate will be required to pass 
both a written and a laboratory examination. The written ex- 
amination will be directed to testing the candidate’s knowledge 
of experiments and experimenting, as well as his knowledge of 
the principles and results” of the science. “The laboratory 
examination will be directed to testing his skill in experimenting. 
At the hour of the written examination the candidate will be 
required to hand in the original note-book in which he recorded 


NeTOUOCLA TE AL-SOOK S| OFF“ PIVSTGS 271 


the steps and results of the experiments which he performed at 
school,” etc. ‘‘ Most pupils will need lectures or other oral ex- 
planations in addition to the descriptions given in the laboratory 
manuals. When it is impossible to provide lectures, an addi- 
tional text-book made from a different standpoint will be found 
of advantage.” | 

From Arnott’s Physics (Harvard Requirements, 1881) to this 
statement is a very wide swing of the educational pendulum, — 
too wide, indeed. Chemists were more influential change Too 
than physicists in framing the new science require- reat. 
ments, and they made the mistake of treating the physics just as 
they treated the chemistry. The emphasis was all put on “ ex- 
periments and experimenting,” the other work of the proposed 
requirement being mentioned later and almost incidentally. 
The written examination was to be directed in part to experi- 
ments and experimenting, while the laboratory examination must 
be devoted exclusively to experimenting. Undoubtedly this was 
too great a reaction from the methods of the preceding decade. 

The latitude of choice, in laboratory work, permitted by the 
letter of the new requirement, forty experiments chosen at will 
from either of two very unlike manuals, “or from 

é; ra 9 2 ; Influence of 
any similar laboratory manual,” made it neces- warvard 
sary for the College to get out a Descriptive 5 Descriptive, 
List of acceptable experiments, that is, a pam- 
phlet giving detailed directions for the performance of the pre- 
scribed number of laboratory exercises. This List soon came 
into very common use within the especial sphere of Harvard 
influence, and presently a number of text-books appeared which 
were prompted, directly or indirectly, by the course of labora- 
tory work laid down in this pamphlet. These books, though 
differing considerably among themselves, constituted a strongly 
marked type, almost the antipodes of the Arnott’s Elements, 
which had not long preceded them. 

But some years of use brought to general recognition the 
already noted defect of the Harvard requirement, and of the 
text-books corresponding to it, the over-emphasis on exacting 


272 SCHOOL TEXT-BOOKS OF PHYSICS 


laboratory work, and the consequent lack of opportunity for 
sufficiently varied instruction. Accordingly, in 1897, the Har- 
vard Catalogue gave a new statement of the re- 
quirement in Elementary Physics, from which state- 
ment the following extracts are taken: “ Alementary Physics, 
—A course of study dealing with the leading elementary 
facts and principles of physics, with quantitative laboratory 
work by the pupil. 

‘The instruction given in this course should include qualita- 
tive lecture-room experiments, and should direct especial atten- 
tion to the illustrations and applications of physical laws to be 
found in every-day life.” 

“The pupil’s laboratory work should give practice in the 
observation and explanation of physical phenomena, some fa- 
miliarity with methods of measurement, and some training of 
the hand and the eye in the direction of precision and skill. It 
should also be regarded as a means of fixing in the mind of the 
pupil a considerable variety of facts and principles.” 

The Descriptive List was re-written to fit the new require- 
ment. But such text-books as have been written with especial 
reference to this List, even in its revised form, continue to be 
a rather marked type, distinguished by their great attention to 
laboratory work, by their detailed description of such work, and 
by the intimate relation which they maintain between it and 
work of other kinds. 

In most parts of the country the change to laboratory methods 
of instruction was less rapid and less sweeping than in those 
Other Influ. Places where the influence of Harvard was pre- 
ences. Ann dominant; but a movement of the same general 
anes character has been widespread, many teachers in 
many places helping it on, each in his own way. Ann Arbor, 
through the books written by men connected with her educa- 
tional institutions, early became and has remained a centre of 
great influence. | 

It is quite probable, however, that, even to the present time, 
the most successful text-books, from the point of view of numbers 


A Revision. 


SCHOOL TEXTBOOKS OF PHYSICS 273 


sold, have been those making little of laboratory work, follow- 
ing, rather than leading, the change of opinion and practice. 


Books still appear in which the treatment of labo- conservative 
ratory work seems rather_perfunctory. Tetmonstehes Books. 
_said in favour of such books that for cyclapaedic purposes or any 
hasty use they are more convenient than those in which_the 
laborator Is more prominent and more closely amalga- 
mated with the other parts. | 
The ideal text-book, which is to satisfy all kinds of teachers 
and all kinds of schools and sweep all competitors from the 
field, has, apparently, not yet appeared, in spite of wo an suffi- 
the many efforts which are constantly being made ‘tent Book. 
to produce it. There seems to be, for the young teacher, no 
escape, at present, from the task of studying the conditions of 
his own school, studying the characteristics of a number of 
text-books, and then making his choice according to his own 
best judgment, choosing more than one book if this is practi- 
cable. In a few years he will be writing a book of his own, 
which may prove to be he book. 
In the next chapter I shall discuss and illustrate various 

theories, or views, of laboratory work which appear to have 
guided the authors of current school text-books of physics. 


CHAPTER VI 


DISCOVERY, VERIFICATION, OR INQUIRY? 


REFERENCES. 


Armstrong, W.E. The Heuristic! Method of Teaching. Vol. 2 of 
Special Reports on Educational Subjects. Department of Education of 


the English Government. Pp. 389-413. 
Cajori. The Pedagogic Value of the History of Physics. ScHooL 


REVIEW. May, 1899. Pp. 278-285. 

Fouillée, A. Education From a National Standpoint. London, 
E. Arnold. New York, D. Appleton & Co. 1892. Pp. 332. Chap: II. 
MacGregor, J.G. Knowledge-Making. NatTureE. Dec. 14, 1899. 

The Prefaces of all American school-books of physics published during 
the last ten years. 


YEARS ago, when I was a novice in the laying out of a course 
of physics for schools, an eminent professor declared to me 
ce Tadatiee yo moea ouch impressiveness, “There are two ways of 
and “‘Deduc- teaching science, the inductive method and the 
pees deductive method. The inductive method is the 
only one that has any business in the schools.” Another, still 
more eminent, authority, when in his presence I happened to 
use the phrase, “the verification of Boyle’s law,” exclaimed with 
emphasis, ‘That is the very attitude we want to avoid, the 
attitude of verification.” | 

In the light of all my observation and experience, I am now 
of the opinion that the first maxim was a very bad one, and the 
second a very good one. The first is a harmful exaggeration 
of the truth of the second. 

It is certainly unwise to take the position that the pupil must 
be brought to the acceptance of every truth by the roundabout 


1 See also the last chapter of this book. 


DISCOVERY, VERIFICATION, OR INQUIRY 275 


method of proceeding from axioms along a continuous chain of 
demonstration, which he must put together link by link. It is 
well to follow this course in geometry ; it is well to follow it 
often in physics, partly for the mental training it gives, and partly 
for the light it throws on the methods by which others have 
sought out the truths of the science; but it is absurd to say 
that the young pupil should be permitted to take nothing at 
second-hand. Youth is too short, and life is too short, for such 
a doctrine. 

It is probable, indeed, that no teacher and no writer of text- 
books would profess to hold this doctrine without limitations. 
But, nevertheless, the “ inductive method,” or the pe iye 
method of discovery, is often overworked, with the Inductive 
result that it must break down or be continued as ™*t* 

a mere pretence, most harmful to the intellectual morals of 
all who are parties to it. 

For example, it is well, of course, to encourage and require 
the pupil to put down at the end of an experiment what he has 
got out of it; but it has often seemed to me that the printed 
order to “infer,” which is given at the end of each exercise in 
some of the ruled and formulated note-books now so much 
used, is often too large for the occasion and leads the pupil to 
put down some unqualified law, not justified by the evidence 
which he presents, or to venture some platitudinous remark 
where the only real inference is a numerical result. 

If my memory is not playing me false, I once saw directions 
for an experiment in which the pupil was to watch intently for 
some time a bit of wood lying on a table, and then, after re- 
flection, to write down the inference, AZatter cannot set itself 
in motion. ‘his experiment was very consistently followed by 
another, in which the pupil, after poking the object and duly 
reflecting, was expected to write down the inference, A/atter 
can be set in motion by force. J remember another book of 
experiments, to be used at home by young boys, which began 
by the dropping of a stone into a vessel filled with water, and 
developed the subject and the pupils so rapidly as to ask 


276 DISCOVERY, VERIFICATION, OR INQUIRY 


the latter, on the second page, whether, in their opinion, 
according to Experiment 4, sunlight is matter. 

Such is the method of discovery at its worst. It would be 
unfortunate for young pupils to get the notion that science 
has been developed by such methods of observation and in- 
ference as those just indicated. 

But what of this method at its best? Doubtless at its best it 
works very well; but what are the conditions necessary for this 
The Method Success? A very competent teacher, who knows 
atitsBest. the ground thoroughly, and will not delude him- 
self or his pupils with exaggerated notions of their independ- 
ence and originality in science, and a very small class. The 
method, sometimes advocated, of teaching children to swim by 
throwing them into deep water, will surely be fatal to a very 
large proportion of the unhappy youngsters, unless there is 
some experienced person with every group of three or four. 
For a single pupil in the art of swimming a judicious teacher 
is better than a life-preserver; but, if the teacher must have 
fifteen or twenty beginners in charge at once, in the name of 
humanity let him give them something to float with, or keep 
them very near the shore. Usually, I am sure, the teacher who 
thinks to let his pupils “find out everything for themselves ” 
will find out for himself that he has somehow got the hardest 
part of the undertaking. For visible progress must be made, 
tangible results must be reached; the teacher must somehow 
bring things to pass, in spite of the vast capacity for going 
wrong which marks the efforts of the ordinary individual, as 
it has marked the efforts of the human race, to “ find things 
out.” ; 

Young people are not averse to games of hunting ; but, if the 
hunting lasts very long without result, most of the participants 
Artof Dis) Will fallout, and the game, in school or out, will flag. 
platens en Most general laws or relations in physics are too 
cannot be difficult for the pupil to seek out. Even when all 
beh tt the necessary data are at hand, the unprompted 
recognition, the genuine discovery, of the resultant law is either 


DISCOVERY, VERIFICATION, OR INQUIRY 277 


an accident or an inspiration akin to accident. The art of such 
discovery cannot be taught. But physics is peculiar among the 
natural sciences in presenting in its quantitative aspect a large 
number of perfectly definite, comparatively simple, problems, 
not beyond the understanding or physical capacity of young 
pupils. With such problems the method of discovery can be 
followed sincerely and profitably. 

Let us now consider the method of verification. It is hard 
to imagine any disposition of mind less scientific than that of 
one who undertakes an experiment knowing the ymetnoa of 
result to be expected from it and prepared to look Vérification. 
so long, and only so long, as may be necessary to attain this 
result. Better by far to take a statement on faith than to culti- 
vate the habit of hunting for evidence in its favour and shutting 
one’s eyes to inconvenient evidence against it. A trait that has 
characterized the great masters of science has been the power 
and habit of sternly searching the evidence for, as well as the 
evidence against, their own propositions. 

The suggestion that pupils whose minds are prejudiced in 
favour of a certain belief will pervert the evidence of their own 
senses is sometimes ridiculed or resented ; but, unfortunately, 
I have seen too many instances of such perversion Prejudice 
to doubt its prevalence. Itissometimes conscious, Perverts 
sometimes unconscious. Even when conscious, it oui 
is frequently quite open and without sense of wrong-doing. 
“Why should I put down an observation which I know can’t be 
right?’ the boy will ask in perfect innocence. 

Of course, there are cases -in which the conditions of a par- 
ticular observation are such as to make it peculiarly uncer- 
tain, — much more uncertain than the other observations which 
would naturally be grouped with it, — and in cases like this the 
observation in question should be rejected, even if it happens 
to agree with our preconceived notion of what it should be. 
But when all the observations of the same sort have been made 
under equally good conditions, so far as these conditions are 
known, we must not reject some of them because they do not 


278 DISCOVERY, VERIFICATION, OR INQUIRY 


agree with the others, or because they do not agree with our 
notions of what they ought to be. Yet I have again and again 
found the tendency to do just this thing, and not always among 
pupils only. 

There is very little to choose between the method of verifica- 
tion at its worst and the pseudo method of discovery. The 
former says to the pupil, Zhe fact zs so and so ; make observa- 
tions accordingly. The latter says, lake observations; from 
these discover the fact, which is so and so. We need something 
better than either of these methods to justify the expense and 
work of laboratory courses. 

I would keep the pupil just enough in the dark as to the 
probable outcome of his experiment, just enough in the attitude 
of discovery, to leave him unprejudiced in his observations, 
and then I would insist that his inferences, so far as they pro- 
Method of fess to be derived from his own seeing, must agree 
Inquiry. with the record, previously made and unalterable, 
of these observations. The work may relate to some single 
phenomenon, fact, or constant, or to some general law; but in 
any case the experimenter should hold himself in the attitude 
of genuine inquiry. 

This attitude is not necessarily inconsistent with fore-knowl- 
edge of what the result sought should be according to the 
Spirit of the testimony of books. Much depends on the spirit 
Teaching. of the teaching. If this is such as to show that no 
forcing or perversion of observations, no pretence in the reason- 
ing from these observations, will be tolerated, if known, the 
pupils are likely to be powerfully affected by it. But if the text- 
book used is one that emphatically states laws or quantities, and 
then instructs the pupil to “verify”? these laws or quantities in 
the laboratory exercises, it will require strong counter-instruc- . 
tion from the teacher to make these exercises proceed in the 


1 Sometimes an inspection of the observations will disclose a perfectly 
obvious blunder, such as a mistake of ten degrees in reading a thermom- 
eter. Of course in such cases the record should be amended, with a 
note describing the change. 


DISCOVERY, VERIFICATION, OR INQUIRY 279 


right spirit. It is better to keep young observers out of tempta- 
tion until they are accustomed to depend on themselves. 

Consider, for example, the law of Boyle regarding gases. 
_ This law is very important, and the manipulation of the appara- 
tus illustrating it is excellent practice for the pupil. 
But the law is numerically so very simple that, if it 
were clearly in the minds of the class before the experiment, 
and especially if the order to “ verify ”’ the law had been issued, 
some in any large class would be pretty sure to feel their way 
along, making calculations in advance of records, leaving out 
undesired millimeters, and attain a result in beautiful accord 
with the idea which inspired them, but probably not quite in 
accord with the evidence of the apparatus and their own unper- 
verted senses. On the other hand, the parallelogram of forces 
is a law so complicated that it is difficult for the pupil, when he 
is making his observations on the magnitude and directions of 
the three balanced forces, to see whether these observations 
will or will not lead to a perfect parallelogram, and there is no 
harm in letting him know, in advance, just what the law is, pro- 
vided there is some adequate control and check on the use of 
these observations.’ The object of the experiment in this case 
is to make the pupil realize the meaning of the law, while giving 
him an opportunity to exercise, and by the final result to test, 
his skill. 

The teacher and the pupils should know that various so- 
called laws are not strictly true and that even elementary labo- 
ratory work may go far enough to show their falli- neat 
bility. For example, according to my observation Some 
of wooden blocks sliding on a surface of paper, Ur aE et 
friction is not independent of velocity, but is a little greater at 
high speed than at low, a conclusion contrary to what I should 


Tilustrations. 


1 My practice is to have the pupil make his observations, that is, draw 
his lines and record his readings, on a sheet of paper placed beneath the 
strings through which the forces are applied, and then, with a pin, prick 
through the significant parts of his diagram into a sheet of paper beneath, 
which sheet remains in the laboratory as a copy of the record. 


280 DISCOVERY, VERIFICATION, OR INQUIRY 


have expected. The difference is so slight, however, that a 
boy who has been told, as boys are sometimes told in advance 
of experiment, that there is no such difference, is pretty sure 
not to find it, and that very promptly. A good practice in 
such a case is to tell the class that the difference, or depar- 
ture from the so-called law, if there is any, is slight, and that, 
after each pupil has tried the experiment and recorded his 
unbiased judgment, the opinion of the majority will be taken 
and announced. The fact of the inequality noted in such a 
case as this may not be important, but the power and habit of 
seeing what there is to see, and not merely what one is told to 
see, 1S important. 

Another instance in which class observation brings out an 
interesting fact which the experiment was hardly expected 
to reveal, is found in the exercise on the position of the 
image formed by a plane mirror. In writing the directions 
for such an exercise I had made no mention of the need 
of making some allowance for the refraction by the glass, 
which virtually brings the reflecting back surface of the mirror 
a little forward from the straight line over which it is care- 
fully placed. Examining. the work of pupils, however, I 
have found that this refraction does produce a plainly per- 
ceptible effect in many cases. If nearly perpendicular in- 
cidence and reflection were used, this virtual moving forward 
would be equal, nearly, to one-third the thickness of the 
glass; but, as the incidence used is generally very oblique, 
the virtual reflecting surface, as found by the point of crossing 
of the lines of incidence and reflection, may be nearer to 
the front surface than to the back surface of the mirror. It 
would be unfortunate to blink out of sight a fact like this, even 
though its complete discussion may have to be postponed for 
a time. 

I have already alluded to cases in which the laws to be illus- 
trated or revealed by the experiment are of such a nature that 
the work of no one pupil is sufficient for the general purpose, 
and combination or comparison of results becomes necessary, 


DISCOVERY, VERIFICATION, OR INQUIRY 281 


One of the best illustrations of this class of exercises is fur- 
nished by experiments on the deflection of rods of various 
dimensions. My habit in dealing with this matter pooling of 
is the following: Each member of the class has at Observations. 
his command two white pine rods, as nearly alike in grain as may 
well be, each a little more than a meter long, one being 1 cm. 
square in cross-section, the other 2 cm. by 1 cm. Each rod is 
studied under various loads, and for each rod and each condi- 
tion of trial the mean deflection per 1-gm. load is found and 
reported by the student to whom that particular jy istration: 
rod is assigned. The results are then grouped Laws of 

: Bending. 
under headings as follows : 


1st Case, rod no. 1 (1 cm. square), supports roo cm. 
apart. 

2d@ Case, rod no. 1, supports 50 cm. apart. 

3@ Case, rod no. 2 (2 cm. by 1 cm.) on broad side, supports 
100 Cm. apart. 

4th Case, rod no. 2 on edge, supports 100 cm. apart. 


The results found for any one case by different members of 
the class will differ greatly, partly because the various rods differ 
somewhat in quality and, very slightly, in dimensions, partly 
because the work of observation is not first-rate, partly because 
of numerical errors in the computations. Some reports are so 
wild, from evident misapprehension of the problem, or from 
gross numerical errors, like misplacement of the decimal point, 
that they must be rejected; but it will be seen from the numbers 
given below that a very liberal standard of admissibility is 
applied, and that the range of numerical values grouped together 
is large. Nevertheless, and this is a very instructive lesson to 
students, general results of considerable accuracy can be worked 
out from a great mass of individually inaccurate data, provided 
the inaccuracies are of the accidental sort, so that errors in one 
direction may, in the general average, be eliminated, or offset, 
by errors in the opposite direction. 


282 DISCOVERY, VERIFICATION, OR INQUIRY 


DEFLECTIONS PER ONE GRAM OF LOAD. 


1st Case. 2d Case. 3d Case. 4th Case. 
0.000915 cm. 0.000115 cm. 0.000620 cm. 0,000135 cm. 

800 106 434 109 
1090 140 725 123 
1090 140 700 12 

957 129 587 130 
1050 136 418 III 
1010 135 465 12 

884 103 470 116 
895 120 463 120 
920 120 445 120 
95! 124 597 143 
914 109 502 129 
1220 135 505 120 
870 120 520 140 
1050 145 450 120 
I150 160 420 105 
950 147 596 132 
1170 140 435 108 
1140 153 463 123 
1330 130 420 III 

Mean 0.001018 cm. 0.000130 cm. 0.000512 cm. 0.000122 cm. 


In comparing case 1 with case 2 we get the effect of doub- 
ling the length, other things being equal. We see at once that 
Search for deflection increases with increase of length; but is 
the Laws. = deflection proportional to length? Is the rule 
DL? _ Evidently not ; the deflection increases in far greater 
proportion than the length. 

Is the rule D oc L?? This would require the deflection of 
the rst case to be only four times that of the 2d case, and it 
is more than that. 

Is the rule D o L? ? This would require the first deflection 
to be 8 times the second. In fact, it is 7.8 times the 2d. This 
is very fair agreement, and shows that the formula last written 
comes pretty near, at least, expressing the experimental facts 
of the case. That is all we can claim for the testimony, 
that it points to the law D cc L?, which more careful and 
extensive experiments by others have shown to be very nearly 
correct. 

A comparison of cases 1 and 3 shows the effect of doubling 


DISCOVERY, VERIZICA TION, OR JVOUIRY $283 


the width, other things remaining unchanged. The ratio of 
deflection x to deflection 3 is 1.99, indicating the otherwise 
known law D ec1 / W. 

Comparison of cases 1 and 4 shows the effect of doubling 
the thickness, other things remaining unchanged. The ratio 
of deflection 1 to deflection 4 is 8.34, which is in tolerable 
accord with the accepted law D « 1 / T* 

Grouping these various proportions into one general formula, 
and introducing also the already known rule D « P, where P 
is the load, we get 

Dexeley 
ioe W x a 


This derivation of formulas I do not expect the students 
to carry through by themselves ; for, as a rule, no one student 
has from his own observations sufficiently reliable data to make 
the whole discussion satisfactory, and, moreover, the ordinary 
student could not reasonably be expected to conduct such a 
discussion without assistance. I put the tabulated individual 
results on the blackboard, and go through, in a lecture, the 
course of reasoning indicated by what has just been given. 
The numbers shown above were reported by twenty members 
of a class in the year 1900-1901, and were used by me in class 
substantially as I have used them here. 

The comparison of masses by the acceleration test is another 
case in which, owing to experimental difficulties, a general 
aggregation of results is desirable. In this exercise y nother 
two cars, one loaded with iron, the other with lead, Justration of 

, : ; Pooling. 

are set in motion by the equal pulls of like tubes of 
india-rubber, equally stretched, along inclines so adjusted as to 
neutralize friction. When apparent equality of acceleration 
has been attained, by varying one or the other load, the cars, 
each with its contents, are separately weighed. Students work 
in groups, usually of three, in this undertaking, and record, as 
their results, the weighings. In 1tgo0o-1901 twenty such groups 
reported the following numbers : 


284 DISCOVERY, VERIFICATION, OR INQUIRY 


ist Case. 2d Case. 3d Case. 
With Iron. With Lead. WithIron. With Lead. With Iron. With Lead. 
1460 1410 1240 1255 10IO 1050 
1500 1490 1270 1290 1040 - 1090 
1500 1590 1370 1330 1160 1170 
1490 1450 1260 1240 1040 1030 
1480 1490 1260 1240 1020 IO10 
1540 1500 1310 1240 1080 1100 
1550 1450 1320 1290 1090 1090 
1490 1520 1260 1300 1040 1090 
1460 1480 1256 1270 1040 1040 
1460 1430 1240 1220 IO1O IOIO 
1490 1430 1270 1242. 3 %)) 1040 1020 
1530 1500 1330 1340 1072 1094 
1540 1520 1350 1320 1080 1080 
1460 1500 1260 1280 1050 1030 
1530 1560 1330 1340 1072 1094 
1500 1480 1270 1300 1030 1040 
1460 1430 1240 1210 IOIO 1010 
1490 1460 1260 1280 1030 1082 
1480 1500 1250 1240 1020 1020 
1498 1480 1272 1292 1046 1063 
Mean 1495 gm. 1483 gm. 1280gm. 1276gm. 1044 gm. I061 gm. 
Ratio 1.008 1.003 0.984 


The mean ratio of “ with iron” to “ with lead,” as found from 
these numbers, is 0.9997. Of course, there is something of luck 
in the very close approach of this final ratio to 1. 
Similar luck is not evident in the figures given in the next 
table, which shows the results obtained by ten different groups 
of students, usually four in a group, from exercises 
sarnlnnesy 2 37 and 38 of the Harvard Descriptive List of Ele- 
Sea mentary Exercises in Physics. These experiments 
deal with action and reaction, and undertake to 
compare, in terms of an arbitrary unit, the total momentum of two 
balls before collision with their total momentum after collision. 
In case 1, the smaller ball strikes the larger at rest; in case 
2, the larger ball strikes the smaller at rest; in case 3, the two 
balls meet, each being in motion; in case 4, the smaller ball, 
encircled by a belt of putty to make the collision inelastic, is 
struck, at rest, by the larger ball. 
The momentum of each ball before collision is estimated 
from its mass and the horizontal distance it has swung, as a 


DISCOVERY, VERIFICATION, OR INQUIRY 285 


pendulum, to the collision, which occurs when each ball is in 
its position of rest. The momentum of each ball after collision 
is estimated from its mass and the distance it swings after 
collision. As friction of the air does produce a perceptible 
effect, even in a single swing, this method of estimation gives 
a slightly too great numerical value for the momentum of each 
ball before collision, and a slightly too small value for the 
momentum of each after collision. This defect plainly shows 
in the results here put down, which were reported by a class 
under my instruction in 1900-901. 


rst Case. 2d Case. 3d Case. 4th Case. 


Momentum. Momentum. Momentum. Momentum. 
Before. After. Before. After. Before. After, Before. After, 


1485 1497 2799 3005, 2058 2207 5598 5378 
1554 1558 2725 2853 1948 1762 5450 5069 
PS PO 22 0424494 82727" 51989 2015. «RAR ka gs 
1503 1518 1826 1440 1074 1180 3652 3837 
1569 1598 2689 2637 1904 2054 5378 5534 
1515-1458 27452 2626, 1988S 1729. 5490 5094 
1500 1683 1800 1895 1061 1129 3621 3627 
1449 1445 2717 2512 1993 1992 5435 5238 
1554-1558 2725 2852019481762 5449 S09 
1475 1250 1921 1833 1201 I112 3817 3706 


Mean 1512 1485 2439 2343 1716 1694 4939 4803 
Ratio 1.011 1.041 1.013 1.028 


The mean ratio is 1.023. The air friction, already mentioned, 
would go far toward explaining the departure of this ratio from 
unity. 

A very troublesome exercise, from the point of view of accu- 
racy of results, is that in which an attempt is made to find the 
density of air at atmospheric pressure by noting the Density of 
loss of weight of a large bottle of known capacity Air 
from which a measured fraction of the air is pumped aaa 
out, the weighing being done on the familiar platform balance 
mentioned in Chapter IV. Some teachers maintain that it is 
not worth while to try to do this experiment, unless a more 
accurate balance than this one is used; and I must admit 
that my students, usually working in pairs in this exercise, get 
some very wild results from their observations, 


286 DISCOVERY, VERIFICATION, OR INQUIRY 


The time allowed for the actual performance of the exercise 
is about an hour and a half, and in this time each pair of 
students is expected to go through the experiment three 
times. Very careful instructions are given as to the use of the 
balance. 

The following results are obtained from data reported by 
members of a class working under my supervision in the fall of 
1go1. I have taken twenty consecutive reports from the record- 
book, passing over only such as were incomplete or were dupli- 
cates of others taken. The calculations of results I have made 
myself, as my main object at this moment is to show how good 
or how bad data students get with the apparatus at their com- 
mand in this exercise. ‘The capacity of the bottle used was 
about tgoo cu. cm. in all cases. The barometric pressure was 
about 76.7. In most cases the pumps took out about go per 
cent of the air. It appears that in most cases the pressure- 
gauge was read with tolerable accuracy, though there is one 
case of apparently large error in this operation, so that most 
of the inaccuracy of the results is to be charged to incorrect 
weighing. The results are as follows: 

Density of air in the neighbourhood of 20° C. under a pres- 
sure of about 76.7 cm. of mercury : 


.001 25 [.00047 | .001 29 .OOTIQ ° 
00123 -OOI1I7 [.00059 | [.00456 | 
.OO1I5 .0O102 00120 00083 
-OO140 [.oo1 74 | .00084 .OO104 
00130 -OO1I5 -OO1IO .00133 


I have bracketed four of these quantities, because I think the 
badness of these four is not properly chargeable to the poor 
performance of the balance. The [.00174] is obtained from 
data which appear to be affected by a very large pressure-gauge 
error. The values [.00047] and [.00059] are from data in 
which an error of 1 gm. or more is apparently made in the 
weighing, and the value [.00456] involves an error of about 


DISCOVERY, VERIFICATION, OR INQUIRY «287 


5 gms. Errors of such magnitudes cannot fairly be laid to the 
balance. ‘They are blunders, such as might be made with a 
much better balance. The variation among the remaining 
values is large, but not, in my opinion, so large as to destroy 
the value of the exercise, which is an instructive one. ‘The 
bracketed results being omitted, the mean of the values here 
given is .oo116-, which is about 5% low. 

I have intimated that the numbers given in the preceding 
tables are culled, to some extent, from the reports handed in by 
students, many reports being so defective as to show pypig 
that the makers have failed to understand the ex- Blunders. 
periment or have blundered seriously in their calculations. 
The practice, which I commonly follow, of leaving the class 
quite uninstructed as to the magnitude of the numerical result 
to be expected in any case, has this disadvantage, if disadvan- 
tage it be, that the student frequently does not know, before he 
hands in his result, whether it is right or absurdly wrong. This 
leaves the boy free to make all the mathematical errors of which 
he is capable ; and the number and variety of these which he 
can put into a simple calculation, especially if it involves a 
trifle of algebra, is the despair of the teacher, — I cannot say 
the wonder of the teacher, for the phenomenon, remarkable as 
it is, soon fails to excite surprise. 

I have sometimes supposed myself to be afflicted in a peculiar 
degree by this kind of shortcoming on the part of my students, 
who, in that one of my classes which has to do with such work 
as we have been discussing, are for the most part youths who 
have entered college with a “condition” in physics ; that is, 
they are a picked class, selected by this criterion, that they 
have been unable or unwilling to learn physics in school. But 
I find upon inquiry that other teachers, not only in this country 
but in England also, report a similar weakness in their pupils. 
Mathematical feebleness and fallibility are the birthright of no 
small part of every class beginning physics. ‘The only question 
is, what to do about it. 

My own practice, which I do not recommend for schools, is 


288 DISCOVERY, VERIFICATION, OR INQUIRY 


to put my students on their own responsibility, and require 
them to stand or fall by the first report they make on an exer- 
Repetition of Cise. If a student wishes to repeat an exercise, or 
Exercises. repeat a calculation, after finding that his first re- 
port is unsatisfactory, he is usually permitted to do so, but 
with the understanding that a good second report is not to 
be taken at the same value as a good first report ; and repeti- 
tions under these conditions are rather infrequent. Thus the 
full measure of his shortcomings is often not realized by a 
heedless student until the half yearly day of reckoning comes, 
and then he is likely to be woefully surprised at the fix in 
which he finds himself. If I were teaching in a school with 
pupils some years younger, I should no doubt make a prac- 
tice of requiring them to repeat, and improve on, work badly 
done. 


CHAPTER: VII 
THE TECHNIQUE OF LABORATORY MANAGEMENT 


REFERENCES. 


Eastern Association of Physics Teachers. Report on Methods of In- 
struction in Physics in Secondary Schools. 1900. 

Strong, E. A. Physics in The High Schools of Michigan. SCHOOL 
REVIEW. April, 1899. Pp. 242-245. 

Threlfall, R. On Laboratory Arts. London and New York, Mac- 
millan. 1898. Pp. 338. 


In the preceding chapter we have discussed the spirit and 
object of laboratory work. We have now to consider what may 
be called the technique of laboratory management. 

One of the most important questions to be considered under 
the heading of this chapter is whether a class should be taken 
through its laboratory work with an even front, all Report on 
the members of any laboratory section doing the Methods. 
same experiment at the same time, or whether a more open and 
irregular formation of the forces engaged should prevail. On 
this question the Report on Methods of Instruction, by a Com- 
mittee of the Eastern Association? of Physics Teachers, issued 
in 1900, has something to say. 


1 The geographical range of inquiry on which this report is based 
was much wider than the title of the association would indicate, as the 
following quotation from the report will show: 

“Responses. to this circular were received from one hundred and 
seventy-nine (179) teachers of physics, representing geographically twenty- 
five (25) States and territories, besides the District of Columbia.” 

Although I shall have occasion to criticise the report in one or two 
particulars, I regard it as a valuable document, most of its recommenda- 
tions being, in my opinion, excellent. The very fact of such an inquiry 
and discussion as this report represents is a most encouraging indication 
of the zeal and intelligence now common among teachers of physics. A 
somewhat similar enterprise was conducted some years ago by an asso- 
ciation of Colorado teachers. 


19 


290 LABORATORY MANAGEMENT 


Among the propositions set forth by the committee in its 
introductory circular, sent out for comment and discussion, was 
the following: “(e) With large divisions, it is economy of time 
and energy for all the pupils to be at work simultaneously upon 
the same problem [laboratory exercise ] whenever the character 
of the work will permit.” 

After the replies had been received, the committee reported 
as follows: ‘Simultaneous work upon the same problem by all 
pupils in the laboratory is not to be recommended 
as arule. When, however, the laboratory divisions 
are much too large for the teaching force engaged, this seems 
to be the only practicable plan, although its educational value 
is questionable, and the great expense caused by the necessary 
duplication of apparatus would prevent its adoption in many 
schools, and preclude its application to problems with which 
costly apparatus must be employed.” 

The reasons for this change of position on the part of the 
committee, so far as they are expressly set forth in the report, 
are contained in the following passage: “The proposition” 
(e) “was assented to with much hesitancy by many, although 
there were some who seemed to think that such an arrange- 
ment would work well; in fact, those who have large 
divisions generally state that this is their usual manner of work- 
ing. We note a few of the remarks upon this question: ‘I 
think better results may be obtained with the whole class working 
on the same problem.’ ‘The character of the work and the 
difference existing among pupils will never permit its efficient 
application.’ ‘Lack of apparatus would forbid in most high 
schools.’ ‘This method is a very poor method and should be 
adopted only as a last resort.’ ‘ Works toward mechanical results 
in California.’ ‘Too much like “nickel-in-the-slot ” work!’ ” 

This statement of reasons seems to me far from conclusive, 
and I cannot help thinking that the committee was hasty in ad- 
mitting, as it seems to do, that the simultaneous method is only 
a last resort for teachers overborne by too large sections. 

Why is the “educational value” of the method “ question- 


Even Front? 


LABORATORY MANAGEMENT 291 


able”? The essence of the method is, the same sequence of 
exercises for all pupils and opportunity for convenient, econom- 
ical and timely discussion of these exercises by ys erainess 
the teacher and the class. Do considerations of of Irregular 
“educational value” require a sequence espe- hea 

cially adapted to each pupil? Do they require that the 
explanations and discussions which should accompany every 
exercise shall be repeated between the teacher and each single 
pupil of a squad of fifteen, the limit recommended by the com- 
mittee for the size of a laboratory division? What is more 
wasteful of the teacher’s time, more cruelly exhausting of his 
nervous energy, than the constant and needless repetition of 
oral instructions and explanations? 

The only way, so far as I can see, to avoid such a painful 
labour where the irregular order of progress prevails, is so to 
arrange the apparatus that the printed or written directions will 
be sufficient to guide the pupil in its use, without oral instruc- 
tion. But this will have a tendency to work the exercises into 
such forms that the pupil cannot go astray therein, the true 
* nickel-in-the-slot ’? method. 

“Lack of apparatus would forbid [the use of the simultaneous 
method] in most high schools,” is one comment. But is this 
true? In small high schools the reduplication of Reauplication 
apparatus required by this method is moderate, and © Apparatus. 
as for the large high schools, according to the committee, 
“those who have large divisions generally state that this is their 
usual manner of working.” ‘That is, the thing declared imprac- 
ticable is done and done habitually. The outlay of money 
needed to provide a squad of fifteen with the apparatus for 
elementary laboratory work in the simultaneous method is not 
formidable. Any school board which hesitates to make it, and 
yet throws the burden of laboratory instruction upon the teacher, 
snould read again the “‘ Song of the Shirt.” 

It is true that a rigid following of the method in question 
would prevent any one pupil from doing more laboratory work 
than any other. This might or might not be unfortunate ; but 


292 LABORATORY MANAGEMENT 


it is not necessary to be absolutely strict in the practice of 
this method. It is comparatively easy to devise supplementary 
Elasticity of ¢xercises for the more rapid workers, to be intro- 
Method. duced as occasion requires. For example, if one 
boy measures the expansion of brass only, another may measure 
also the expansion of iron. 

Moreover, it is very good practice for even the best pupil to 
repeat an experiment, going over it as many times as the 
length of the laboratory period will permit, watching for varia- 
tions and studying for improvements in his own work. Finally, 
there are always numerical problems which may well occupy 
the attention of the exceptionally rapid worker. 

It must be remembered that the method of irregular progress 
does not necessarily imply that one pupil will, in the end, have 
had more opportunity and done more work than his less effi- 
cient classmate. Adaptation of work to individual capacity is 
a problem in itself. It can be worked out best, other things 
being equal, by the teacher who has made the best disposition 
of his other work, and has thereby conserved his own energy 
and that of his pupils. 

We may next consider what is the proper size of a laboratory 
division. The Committee Report from which I have been 
Caan quoting in this chapter declares that “ the number 
Laboratory of pupils in a laboratory division should be about 
Sa ten or twelve, and should not exceed fifteen for one 
teacher.”” ‘This recommendation accords well with the opinion 
which I have long held and frequently expressed. In a large 
college class, made up to a very considerable extent of young 
men who have been over the same course of work once before, I 
have sections of twenty-five or thirty, in charge of a single assist- 
ant, but I am not entirely satisfied with this arrangement. 

A certain amount of direct personal oversight and criticism, 
while the exercise is in progress, is needed by most young 
pupils. As a rule, the teacher should be able to look at the 
work of every member of the division during every laboratory 


period. 


LABORATORY MANAGEMENT 293 


Should the pupils work singly, though simulta- qnaiviaual or 
neously, or in groups, each group having one set Group Work? 
of apparatus P 

There are some familiar and important experiments which 
cannot well be done by a single pupil; there are undeniable 
advantages in serious and honest consultation between members 
of the class, in the presence of the apparatus. But, on the 
whole, I believe that co-operation works badly. There is divi- 
sion of responsibility. One or two members of a group will 
dominate it. If they happen to be interested and energetic, 
they will do more than their fair share of the work, leaving the 
others as spectators ; if they are indifferent and lazy, they will 
impose on the others careless and inaccurate methods. Group 
work is, according to my experience, and I am compelled to 
use it to some extent in one of my classes, worrying to the 
instructor and rather unsatisfactory to the students. 

I must admit, however, that working in groups of two is the 
common practice in one of the most successful and satisfactory 
school laboratories with which I am acquainted. A great deal 
depends on the spirit which the teacher is able to inspire in 
his class. 

The period for a laboratory exercise should, by general agree- 
ment, be twice the length of the ordinary school period, as a 
rule. There are, however, many experiments such Length of 
as beginners naturally take, those having to do with Laboratory 
specific gravity, for example, which can well be eee 
done in a single school period, if the work is well planned. It 
is my opinion that, if the whole laboratory course is extended 
through two years, as it is in many schools, the work of the first 
year may well be done in single school periods, the more diffi- 
cult and longer experiments being taken in the second year. 

It was with this possibility in view that the set of experiments 
' given in the Harvard Descriptive List was divided into a First 
Part and a Second Part. It would be a pity to let the real or 
supposed impossibility of arranging for double periods prevent 
the beginning of laboratory work. But for such experiments, 


294 . LABORATORY MANAGEMENT 


or exercises, as most of those given in the Second Part of the 
list just mentioned double periods are needed. 

According to the report which has been referred to so often 
in this chapter, “Both teacher and pupil should be prepared 
The Teacher’s beforehand for the work to be done in the labo- 
Preparation. ratory. The kind and extent of this preparation 
should depend upon the character of the exercise, the manner 
in which it is to be approached, its relation to other work, 
etc.” This merely needs amplification and illustration. The 
preparation demanded of the teacher is physical as well as mental. 
He must know the theory of the experiment and must have 
such knowledge of its actual operation as can be acquired in 
no other way than by going through it with such apparatus as 
the pupil is to use. Unless he has done the experiment many 
times in this way, he should have done it recently. He should 
make sure that all the apparatus which will be needed by the 
class is in good condition and in the right place, not only the 
large things, but also the little things, not only bottles and spring 
balances, but also thread for suspending the bottles on the 
balances. Not only Bunsen burners, and boilers, etc., but large 
stoppers for the tops of the boilers and perhaps small stoppers 
to close holes in the large stoppers. 

Unless these small necessaries are thought of in advance and 
provided, the work of the class is presently ‘suspended, while’ 
the instructor trots excitedly about the laboratory, ransacking 
closets and drawers in a possibly vain attempt to supply the 
needed article. This wastes time and demoralizes the class. 

Almost equally bad is the habit of shouting tardy explanations 
and instructions to the section after it has begun work. If the 
teacher cannot practice foresight, he must not expect his pupils 
to exercise care. 

When a printed manual, giving detailed directions for labo- 
ratory work, is used, it is hardly necessary or advisable for the 
Use of a teacher to go completely through the experiments 
Manual. by way of example in the presence of the class, 
nor should he get into the habit of repeating to the class the 


LABORATORY MANAGEMENT 295 


directions of the manual ; for such a practice lessens the pupil’s 
feeling of obligation to read the directions carefully and robs 
him of the discipline which he should get by interpreting these 
directions for himself. The habit of waiting or asking to be told 
things that are in plain print before him, is one of the besetting 
vices of the American youth when he comes to college. 

I have discussed elsewhere (Chapter IV.), at considerable 
length, the question whether the pupil should be told in ad- 
vance just what he is expected to find in his ex- 

. , ’ , The Prepa- 
periments, the exact law, if he is looking for a law, ration of the 
the exact value of the numerical constant, if he is Pupil. 
looking for such a constant. In my opinion he should not, 
as a rule, be soinformed. But he should know enough about 
the proposed experiment to enable. him to get about it 
promptly, when the apparatus is placed at his disposal, and to 
go through it with a good notion of what he is driving at. 
Accordingly, it is well for the teacher to exhibit the apparatus 
to the class in advance of the laboratory work, with very brief 
remarks concerning its use, if it and the printed directions are 
satisfactory, with more extended comments and directions, if 
the apparatus or the manual is defective. After such an expo- 
sition the pupil can read the directions more intelligently than 
if he had not seen the apparatus, and he should be expected 
to read them through before beginning the laboratory work. 

During the actual progress of the exercise the 
teacher should maintain a vigilant oversight and be pil sete 
unsparing of helpful criticism, but he should not Meddling. 
meddle and he should not demand impossibilities. 

Boys working singly, with well-devised apparatus and well- 
considered methods, will almost always show an excellent spirit 
in their laboratory manipulations and not infrequently a com- 
mendable degree of ingenuity. Their zeal, however, does not 
always inspire them to put away their apparatus when they have 
done with it. For example, failure to replace their weights in 
proper holders after use of a balance is one of the minor evils 
with which a teacher has to deal. The pupil should find his 


296 LABORATORY MANAGEMENT 


apparatus in good condition and should leave it in good 
condition. 

As to the proper character of the pupil’s record of his work, 
Form of I can hardly give better advice than by making one 
Record. more quotation from the report now so familiar to 
readers of this chapter: “The pupil should keep a laboratory 
note-book which should contain a concise statement of : 

(a) Problem to be solved. 

(b) Method of work. 

(c) Apparatus and material used; and, in many cases, a 
rough sketch of the arrangement of the apparatus. 

(d) Necessary formulas and computations. 

(e) Observed results, together with such inferences as the 
pupil may reasonably be expected to make.” 

Nothing is here expressly said concerning the observations, 
which are, presumably, to be recorded in connection with the 
“Method of work.” It will probably be necessary for the 
teacher at the beginning of the course to prescribe pretty fully 
the form of observation record ; but the pupils should become 
accustomed, as the work goes on, to plan their own arrange- 
ment of the facts to be put down. The effort should be to write 
what is essential, and only what is essential, and all in such a form 
as to be easily intelligible to the reader. The pupil should try 
to make such a record as would be most useful to himself years 
afterward, if he should have the task of taking a class through 
the same experiments. This may seem to be asking a good 
deal of young pupils, and of course they will fall short of per- 
fection; but the thing to be impressed on them is that a record 
should tell a plain tale to people who are not present when the 
record is made, or who, through lapse of time, have forgotten 
much of what the record sets forth. 

Of course, if a laboratory manual giving detailed directions 
for the work is used, it is not necessary or profitable to copy 
all of these directions into a note-book. An abstract of the 
method should be given in the pupil’s own language or indi- 
cated by the recorded observations. 


LABORATORY MANAGEMENT 297 


Practice of the graphical method of record, by means of the 
simplest possible drawings, is of very great service ; for it re- 
quires the pupil really to study his apparatus, and yet, by 
saving many words, may save his time as well as that of the 
reader. 

The following example may illustrate some of the an 
precepts which have now been given: Illustration. 


LE RET CUSE vadenintce HCO ae sates a eo dea ; 


“STUDY OF THE ZERO-POINT ERROR AND THE 
BOILING-POINT ERROR OF A CENTI- 
GRADE THERMOMETER. 


The Penetal method used was’ the one giVeNn In. -....0...-ccc.cnseunse-scseoess 
but the boiler used was different from the one shown in the hort 
having a top that screwed on and a water-gauge at the side for show 
ing the height of water in the body 
ofthe boiler. See Fig. 13. 

The thermometer tested was 
IN Oa It had a paper scale 
- and was graduated in degrees, the 
scale extending from 10° below 0? 
to 110° above. 

Reading in ice and water (or 
snow) before heating = +0.2°. 

Reading in steam, as in Fig. 
13, = 99.7°. 

Reading of barometer = 76.5 cm. 

Reading of thermometer in 
steam as in Fig. 13, but with steam 
outlet nearly closed, and mercury 
gauge as in Fig. 14, = I101.1°. 

(Real difference of level of the 
mercury columns about 4.2 cm.; 
allowance of o.1 cm. made for pres- 
sure of water, about 1.5 cm., in left- 
hand side of the gauge.) 

Reading in steam, with steam 
escape wide open, but with 0° 
mark just above top of stopper 
= 98.7°. Fig 13. 

Reading in ice and water after rey 
heating = —o.1°. 


298 LABORATORY MANAGEMENT 


Conclusions: The thermometer read about 0.2° too high in ice and 
water at first, and about o.1° too low at the last. The reason for this 
change I do not know, but it appears to have been caused 

by the heating. 

The thermometer, with bulb and stem in steam, read 
99.7° when the barometer read 76.5 cm., 0.5 cm. above 
standard. According to my observations, a rise of pres- 

from sure equal to 4.1 cm. of mercury caused a rise of 1.4 de- 
grees in the boiling temperature. This is (1.4 + 4.1) 
degrees = 0.34 degree, for I cm. According to this, if 
Fig:i4. the barometer had read 76 cm., instead of 76.5, the ther- 
mometer would have read about (0.34 X 0.5) degrees, 

= 0.17 degree, lower than it did; that is, 99.7° — 0.179 = 99.5°, nearly. 
Drawing the stem, from 100° to 0°, out of the steam, while the bulb 

remained in the steam, lowered the reading about 1°. 


The next recommendation of the Eastern Association runs 
as follows: “‘ The laboratory note-book should be written up in 
nine doz the laboratory at the time the work is done. The 
Recordand writing should be in ink so that the original entry 
Calculations. cannot be erased.” It is doubtful whether, under 
the conditions imposed by this rule, the average pupil could 
be expected to complete such a record and discussion as that 
just given, unless the time allowed for the whole exercise were 
more than two consecutive school periods. Could not a part 
of the work, the writing out of conclusions, be done later and 
elsewhere? If not, I should fear that the observations would 
be hurried and unsatisfactory. 

It is, of course, desirable to discuss the observations and de- 
rive the conclusions as promptly as may be. Promptness saves 
time and contributes toward good results. But independent 
thinking, even on so simple a problem as calculating what the 
thermometer reading would be if the barometer reading were 
changed a certain amount, the calculation to be on the basis 
of the pupil’s own observation of the effect of increased pres- 
sure, keeps the ordinary boy thinking for a considerable time, 
unless he gets very effective help from the teacher or some one 
else, 

It is, perhaps, the “some one else,” the possibly injudicious 
guide and collaborator, that the Eastern Teachers undertake to 


LABORATORY MANAGEMENT 299 


avoid in their prescription that the record and discussion shall 
be finished at once and in the laboratory. I must admit that 
there is danger of a great evil from this side, and I do not see 
how to avoid it altogether without following the strict and diffi- 
cult rule which they lay down. ‘This danger, however, is not 
peculiar to physics. It besets all work not done under the eye 
of the teacher. 

It is true that, in the case of boys applying for admission to 
college, the college may require the teacher’s certificate that 
the note-book is the candidate’s own record of his oversight of 
own laboratory work, but it is evidently unfair to NoteBook. 
ask that the teacher shall have seen every word of it written, or 
shall have made sure that every mental operation represented 
in it is original with the pupil. That the actual laboratory work 
and handwriting are the pupil’s own, the teacher can reasonably 
be expected to know and to declare; and this declaration 
assures the college examiners that the candidate has at least 
gone through the motions of using apparatus and keeping 
a record. This fact raises a sufficient presumption in his 
favour to justify the examiners in admitting him to their 
tests. ‘The mere clerical practice of keeping an orderly note- 
book is valuable and something to be counted in the candi- 
date’s favour. 

If teachers find it readily practicable to live up to the rule 
given by the Eastern Association, well and good. But I fear 
that many conscientious teachers have expended in the over- 
sight of the record an amount of care, and even of anxiety, 
quite incommensurate with the attention given to it by the 
college examiners, and quite unnecessary for the proper func- 
tion of the note-book. 

The practice of making the record in ink from the start, and 
in such form that it will not have to be rewritten, is an excel- 
lent one. A copied, or rewritten, record is sure to First Record 
look better than the original, but it is not the main Should Stand. 
object or virtue of a record to look well. Note-books should 
not be confounded with copy-books for the practice of penman- 


300 LABORATORY MANAGEMENT 


ship. Moreover, the original notes, if made on loose sheets as 
they frequently are when copying is intended, are very likely to 
be misplaced and lost. ‘Taking the notes in one book, and then 
copying them off in fair form into another book, both books 
being preserved, is a practice which avoids this difficulty ; but it 
involves labour which is, in my opinion, unnecessary, and, on 
the whole, unprofitable. 

The habit, which some teachers follow, of encouraging their 
pupils to make a hasty first trial of an experiment, the record of 
Tentative which trial is not preserved unless it happens to be 
Work. satisfactory, seems to me rather objectionable, as it 
may appear to warrant the practice of culling observations and 
leaving out those which do not accord well with others. 

In a college class, made up largely of students who have 
failed in physics at the admission examination, I am much less 
“Data regardful of the note-book than I should be in a 
ete school with younger pupils. My practice is to re- 
quire the student to write out and hand in, before he leaves the 
laboratory, a brief record of his numerical observations in the 
experiment which he has just performed. ‘These notes he 
makes on a slip of paper, usually about 3.5 4.5 inches, 
called a data slip, which is soon pasted into a large scrap- 
book under the student’s name, four pages of the book being 
devoted to his record for the whole course. A similar set of 
notes, with such amplifications as may be required, usually 
very few or none, is made by the student in his note-book. 

The laboratory exercise for each student in this course comes 
once a week, and one week after he performs any experiment 
he is required to hand in the worked-out result or 
conclusion from this experiment on a result slip, 
which is presently pasted by one edge into the scrap-book, just 
over the corresponding data slip, to which it is like in form and 
size. The result must be such as the data, which the student 
has had no opportunity to alter while working out his result, 
will yield. 

By this device, I have at any time during the year a bird’s-eye 


**Result Slips.’’ 


LABORATORY MANAGEMENT 301 


view of what each student in the course has done in the way of 
laboratory work. 

The note-book is examined only twice during the year, and, 
as it is, in considerable part, a duplicate of the scrap-book record, 
not very much importance is attached to it. I feel, however, 
that it would be an injury to the students to dispense altogether 
with the note-book, the keeping of which helps to keep the 
lessons of the course in their minds. It will be seen that the 
practice just described involves some copying, but, as the 
records are usually brief, this is no great hardship. 

As the method of individual laboratory work makes each 
student’s data differ in some particulars from the data of others, 
the danger of illicit practices in the working out of results is less 
than one might at first suppose. 

It is my frequent practice to comment briefly, at the first 
convenient opportunity, on the character of the results yielded 
by any given exercise, illustrating my remarks, which Lemons fei 
are addressed to the class as a whole, by examples Laboratory 
_ from good or bad reports, and exhibiting such hho 
tables as are shown in the preceding chapter of this book. 
True, it is not best to say much to a class in regard to the 
mental or moral discipline gained from any study. Young 
people are proverbially averse to sermonizing, and like to feel 
an immediate motive for what they do. Yet one of the most 
important objects of laboratory work, properly conducted, is to 
show the pupil side by side the poor results of poor work, physi- 
cal or mental, and the good results of good work. There is a 
convincing tangibility about the results of definite laboratory 
problems, which is bound to make an impression. 

Moreover, the fact that a large number of moderately good 
results contribute to give at last a very good one, positive and 
negative casual errors eliminating each other in the long run, 
though certain constant errors remain to be investigated and 
discussed, — this is a truth better taught in the concrete than in 
the abstract, and certain laboratory exercises are peculiarly well 
adapted to teach the lesson, 


302 LABORATORY MANAGEMENT 


In some exercises, which relate to the properties of individual 
objects, the specific gravity of wooden blocks, for example, or 
Moko the focal length of lenses, the different members of 
Record of a class, each having his particular object to work 
Tagine with, may correctly get different results. In such 
cases, the teacher should mark each of the objects studied and 
make such a record of its properties that he can readily tell 
whether any pupil, studying a given object, has or has not done 
his work well. Some little business ability is needed to make 
and keep such a record with sufficient accuracy and without an 
unreasonable amount of labour and worry. But, if it is well 
planned and vigorously kept up, it will amply repay what it 
costs. 

The obvious fact is that the pupil has a right to know, and 
that not so very long after the exercise is finished, whether he 
has or has not done well in any particular task. Without such 
an assurance he may be unduly discouraged or unduly conn- 
dent. ‘This being the case, there is no more distressing job for 
the teacher than that of trying, without an adequate knowledge 
of the facts, to pass judgment on work done. 

It is plain enough that the business of teaching physics by 
the laboratory method imposes on some one a large amount of 
Economy of Purely mechanical labour in the preparation and 
Teacher’s care of apparatus, to say nothing of its manufacture. 
Effort. , 

It is the duty of the teacher, who needs, of course, 
to be continually in a state of mental activity and alertness, to 
save himself all unnecessary physical labour, unless he happens 
to be so constituted as to enjoy it. 

As a rule, the teacher should not be expected to make appa- 
ratus which he can find ready made to his liking ; for he is, pre- 
Relief from | Sumably, the mental superior and the mechanical 
Manual Labour. inferior of the workman employed by the manufac- 
turer. Even in the handling of the apparatus after it is in the 
laboratory, there is much purely physical routine labour which a 
person who can hardly read and write, who is at any rate less 
highly trained and paid than the teacher, can do quite well 


LABORATORY MANAGEMENT 303 


enough. Such is the work of setting out, putting away, and 
cleaning apparatus, and coing errands and odd jobs of various 
sorts. The most satisfactory person for this kind of service is 
one who is entirely satisfied with it, takes pride in it, asks 
nothing better than to do it, for reasonable pay, all his life. I 
have known a number of such men, all Irish as it has happened, 
and could ask for no better service than they have habitually 
given, after, of course, some painstaking initial training. 

But I am aware that such assistants are not usually to be had 
by school-teachers of physics. Such teachers, within my ac- 
quaintance, make excellent use of pupil assistants, or of ’pren- 
tice teachers who are willing to work for little pay for a year or 
two in the hope of acquiring valuable methods and experience. 
Sometimes these assistants are young women. 

The importance of having some orderly and natural arrange- 
ment of apparatus for the moment not in use, instead of a mere 
haphazard distribution which only one person can arrangement 
remember and which no one can explain, is too of Apparatus. 
obvious to need discussion. There is much in favour of arranging 
apparatus, as nearly as may be, in the order of its use during the 
year. This facilitates not only the parading and retirement of 
apparatus for use, but also its survey with regard to future needs. 
The assistant should be taught to look weeks, or even months, 
ahead and give early notice of any lack, in order that the worry 
and expense of hasty provision at the last may be avoided. 

Detailed suggestions for the arrangement and equipment of a 
laboratory will be given in Chapter XII. 


CHAPTER VIII 


LECTURES AND RECITATIONS 


REFERENCES. 


Day, R. E. Numerical Examples in Heat. London and New York, 
Longmans, Green & Co. 1889. Pp. 176. Gives the answers. 

Dolbear, A. E. The Art of Projection. Boston, Lee & Shepard. 
1892. Pp. 178. 

Jones, D. EK. Examples in Physics. London and New York, Mac- 
millan. 1900. Pp. 348. 

Matthews, C. P. and Shearer, J. Problems and Questions in Physics. 
London and New York, Macmillan. 1897. Pp. 247. 

Pierce, E. D. Problems in Elementary Physics. New York, Henry 
Holt & Co, 1806... Pp. 194. 

Snyder, W. H. and Palmer, I.O. One Thousand Problems in Phy- 
sics. Boston, Ginn & Co. 1900. Pp. 142. Gives copies of Harvard 
admission papers in physics. 

Wright, L. Optical Projection. London and New York, Longmans, 
Green & Co. eroote a ip..438." 


THERE is no aspect of laboratory work more striking than 
the poor results which it, when standing alone, yields in written 
examinations containing problems and illustrations not explicitly 
occurring in the laboratory. 

The pupil who is dull or lazy at mathematics is very apt to feel 
that the mere mechanical performance of the experiments set 
Yaboratécy before him should, by any reasonable measure and 
Work not appreciation of human effort, be enough to save 
arise him. He “has been there every time,” has even 
perhaps, “handed in all of the results,” right or wrong. Is it 
not, then, cruel injustice to find him wanting at the last, 
merely because he “ could n’t remember all those formulas and 
things,’”’ relating to specific gravity, fluid pressure, levers, the 
parallelogram of forces, etc. The fact is, that most boys are 


LECTURES AND RECITATIONS 305 


more inclined to work hard with their hands than with their 
neads, more willing to handle apparatus than to draw any 
mental results from their activity. Even older persons have 
been known to lack the resolution and the intelligence to 
read all the lessons their own experience has written. Old 
or young, those who do not need urging and guidance are 
exceptional. 

The laboratory method is a good method, so far as it goes. 
For most pupils it is essential to a firm understanding, a clear 
vision, a just perspective. Experience of the senses is the 
solid ground from which the highest flights of speculation and 
theory in science begin, and to which they must return, with 
or without safety to the voyager. But learning by experience 
is a plodding method, and the student who aspires to any great 
height or breadth of intellectual reach must not confine him- 
self to it. 

There are several more or less distinct functions which lec- 
tures and recitations, in connection with laboratory work, can 
perform ; the introductory explanation of the labo- Finctitn'ct 
ratory exercises, the derivation and discussion of Lectures and 
immediate results from these exercises, the applica- be he 
tion of these results to problems not given for solution by trial 
in the laboratory, the introduction of facts and principles not 
touched by the laboratory work, the discussion of physical 
phenomena in general. For each of these several purposes 
the methods of continuous discourse by the teacher, of inter- 
change of question and answer between teacher and pupils, 
of lecture-table experimentation, will naturally be used in 
turn. 

It is quite impossible to assign to each of these methods its 
exact relative value, or to state the proportions in which it 
should be mixed with the others. ‘The teacher perhaps feels 
surest that he is interesting his class when he is showing 
experiments, surest that he is getting it ready for an examina- 
tion when he is conducting or enduring a sort of cross-exam- 
ination, or “ quiz,’ surest that he is giving a comprehensive 

20 


306 LECTURES AND RECITATIONS 


view of the field before him, or, rather, setting forth such a 
view for those to take who can, when he is speaking at length 
and without interruption. , 

Interest is almost as essential to the boy in the classroom as 
to the horse at the watering-trough, and therefore experiments, 
or at least some form of stimulus other than that yielded by 
the pupil’s bare sense of duty, must be supplied, when the 
exercise would otherwise be one of unbroken discourse by the 
teacher. Which of us does not feel a little wearied at the 
end of an hour’s talk by the most esteemed philosopher? 
Young pupils must not be expected to maintain a continuous 
mental flight for more than a few minutes at atime. But this 
warning is probably unnecessary. Few teachers in schools 
have time to construct set lectures which they would be will- 
ing to deliver to their pupils. . 

On the other hand, the preparation of experiments which 
can be depended upon to come off at the right time, and with 
the right effect, is a serious undertaking, if it is to be a frequent 
one. ‘The tendency is, therefore, I suspect, for the teacher ~ 
to use very largely, and sometimes to abuse, the recitation 
or “quiz” method of keeping his class occupied. I use this 
last phrase advisedly ; for the necessity, imposed by the school 
programme, of keeping a class for the whole of a certain time 
in a recitation-room, because it would disturb other classes to 
dismiss this one before the stroke of the bell, must often lead 
to expedients, more or less conscious, for killing time. 

For this purpose there is no device more convenient or more 
serviceable than to ask questions, especially questions which 
Abuse of the the pupils cannot answer with readiness, sometimes 
** Quiz.” questions which are purposely obscure, and so 
keep up a kind of game of mystification till the hour is over. 
As an example, let the following serve, a by no means wholly 
imaginary conversation between an excellent but overworked 
teacher of science, of all the sciences, and his class in physiology, 
the subject being the nervous system, and the especial topic, 
the sensations of a person who has lost a.limb: 


LECTURES AND RECITATIONS 307 


Teacher. ‘‘ Now I have heard that sometimes a man whose 
leg has been cut off will complain of feeling a pain in the toes 
of the foot that he has lost ;, he will perhaps feel as if his toes 
were cramped, and he will ask some one to go and get the leg 
and — do what?” No answer from the class. 

Teacher. “Come now, children, come, speak up — do what? 
What do you suppose he wants them to do with the leg?”’ 

Pupil eobuty its: 

Teacher. “ No, it’s buried aiready, we will suppose.” 

Another pupil. ‘ Burn it.” 

Teacher. “Oh, no! Come, come, children, what does he 
want them to do with the leg?” 

Class is silent. 

Teacher, as the bell rings, “‘ Strazghten out the toes.” 

The teacher of physics is fortunate above the teachers of 
most other subjects in having always the legitimate and most 

salutary resource of numerical problems, to be numerical 
worked out on the spot, and to be discussed Problems. 
immediately, in the presence of all the class, as soon as they 
have been done, rightly or wrongly, by a considerable number. 
Of course this kind of exercise can be overdone, and can be 
mismanaged otherwise. It is usually necessary to repress one 
or two bright pupils, who will do the work more quickly than 
others, and whose superiority in this particular, if not judi- 
ciously ignored, will discourage and bring to a standstill the rest 
of the class. Moreover, the problems to be given should be 
selected with care. They should be representative, putting 
into application some important fact or principle, theoretically 
rather simple and numerically brief. Fortunately, there are 
good printed collections of problems suitable for the use of 
beginners in physics, books for which we cannot too gratefully 
thank the painstaking and public-spirited makers. 

As to the need of careful preparation for lectures and for 
lecture-table experiments, there is little call for ex- preparation 
hortation. Nearly every one has felt or has seen fr Lectures. — 
the melancholy results of the lack of such preparation. But 


308 LECTORES AND) KECITATIONS, 


something of possible use may be said in regard to the way in 
which the teacher can best expend his effort. 

In the first place he should consider whether the thing which 
he proposes is important, and in the next place whether it will 
produce on the pupil an effect which will justify the labour 
necessary to prepare and present it. 

The teacher sometimes undertakes an experiment without 
fully realizing its difficulties or the imperfection of the apparatus 
furnished for its performance, and, having ill success in his first 
trials, becomes roused to an obstinate effort to make that par- 
ticular thing work. Such an experience may do no especial 
harm, may even be, in a way, profitable, if it occurs in a period 
of leisure when there is time to make experiments, and time to 
make mistakes ; but if it comes shortly before the lecture-hour, 
it may be disastrous ; for men of a certain temperament, when 
once involved in struggle with difficulties, can think of nothing 
else for the time being, and if they do come tardily to the 
conclusion to leave the struggle for a more convenient season, 
they do so with a sense of defeat that unnerves them for the 
prompt and confident doing of things that are commonly quite 
within their powers. ‘Those who have this peculiar form of 
obstinacy, which may be a source of strength under some 
conditions, must on unimportant occasions beware of the under- 
tow of their own disposition and keep well above it. 

In the way of lecture-table experiments it is not necessarily 
the laborious achievement that counts. The little, simple, 
What Experi- easily performed, easily seen, but striking, exhibi- 
ments are tions of phenomena and illustrations of principle, 
ek happily introduced and well executed, are the most 
profitable things to show, such, for example, as curious hydro- 
static effects, various aspects of surface tension, experiments with 
static electricity, etc. 

There are, of course, many desirable experiments which re- 
quire considerable care at every annual repetition. For exam- 
ple, although I have written out and printed careful directions 
for the preparation and use of apparatus for the sudden 


LECTURES AND RECITATIONS 309 


freezing of water, I could not now undertake to make this 
preparation in half an hour with confidence of success. The 
method is to boil distilled water for several minutes in a test- 
tube, then pour oil on its surface, etc. But there is apparently 
a difference in the adaptability of test-tubes for this use. In 
some of them the condition of bumpy boiling does not occur, 
even after ebullition has been maintained for several minutes, 
and I never feel much hope that sudden freezing will occur 
where “bumping” has not occurred. For safety, I make 
ready a number of tubes, three or four, set them all to 
cool in ice-water, and finally, in the presence of the Class, try 
one after another in the freezing mixture till one has proved a 
success or till all have proved failures. Similarly, in making 
preparation for the freezing of water during its own boiling, 
over sulphuric acid and under the bell-jar of an air-pump, 
much care is necessary. The pump must be in such con- 
dition that it will lower the mercury gauge nearly to 0.45 cm., 
and a pump which is subject to much and varied uses is not 
always in this state of effectiveness. 

Whenever a teacher finds that an experiment works well, 
subjectively and objectively, in itself and on the class, he should 
leave the apparatus for this experiment in the most ook For- 
secure and convenient condition for use the next Warda Year. 
year, and should make, if possible, such brief notes in regard to 
its use as will make all further tentative experimentation with it 
unnecessary. 

As a rule, all experiments, whether simple or otherwise, 
should be tried anew before each exhibition of them; there are 
so many ways in which they can go wrong. Annual 
practice in the art of picking up bits of paper by 
means of an electrified rod of gutta-percha might seem unnec- 
essary care; but I consider it worth while. Sometimes the 
paper does not come up. 

Even when an experiment is perfectly successful for the 
near-by observer, it is necessary to consider whether it will be 
apparent to a whole class ina large room. For example, the 


Practice. 


310 LECTURES AND RECITA TIONS 


indications of a gold-leaf electroscope are very likely to be in- 
visible at a comparatively short distance, because of the light of 
windows reflected from the surface of the glass. Shading the 
windows, lighting the electrometer by means of a lamp screened 
from the spectators, and using white paper behind the instru- 
ment, makes a great improvement. 

For lecture-table experiments with electric currents a galvan- 
ometer with vertical index, attached to a needle free to move 
Se in a vertical plane, is extremely useful. Fortunately, 
Galvano- such instruments are now common in the apparatus 
meters. market! 

For the exhibition of weaker currents, requiring the use of 
an astatic galvanometer with a mirror, I have found the device 
illustrated by the following figures very satisfactory. In Fig. 15 
(p. 311), 2 is a powerful spiral incandescent lamp (or a Wels- 
bach burner), within an opaque vertical cylinder, &, pierced by 
a small orifice, 9, through which light goes to the plane galvan- 
ometer mirror, 7, through the converging lens, ¢. After reflection 
from m, the light passes through the plane glass, g, to a second 
plane mirror, Z, which is held by an adjusting screw, a, Fig. 16, 
passing through the fixed incline, z, at such an angle as to send 
the light to the scale, s, which is placed some feet above the 
galvanometer and is inclined about 45° from the vertical. The 
various distances are such that an image of a is formed on this 
screen, and this image can easily be seen by a large class in a 
room but little darkened. The envelope £#, in which the lamp 
is placed, should be open at top and bottom, to escape over- 
heating, but above the top there should be a non-reflecting 
metal screen to absorb the light which, if not arrested, would 
reach the scale on which the image of 0 is shown. 

The especial merit of this arrangement of lamp, lens, mirrors, 
etc., is that it places the scale directly before the spectators, 
while leaving the space in front of the galvanometer clear for 
the operations of the lecturer. 

The use of the projecting lantern is now so common, and is 
so fully described by the publications of the manufacturers, that 


LECICRES AND RECITATIONS 311 


f shall not dwell upon it. “Slides” sufficiently good for cer- 
tain purposes, the exhibition of rough diagrams, for example, 
can be made without the use of photography by projecting 
merely scratching the needful lines through the film Lantern. 


_ of an ordinary photographic plate. For extended use of the 
lantern the usual arrangement of putting it in the rear of the 
lecture-room, the screen hanging behind the lecture-table, is 
probably the best; but when its use is a mere incident in a 


312 PECTURES SANDY RECILTATION S 


lecture, it is more convenient for the lecturer, who will probably 
manage the lantern himself, to have it on the lecture-table, the 
screen being at one side of the room. 

An interesting and useful device, not new but perhaps un- 
familiar to most people, has for its object the projection of the 
image of any flat object of suitable size in its natural colours. 
For example, a picture on the page of a book is illuminated 
obliquely by means of the condensing lens of the lantern, and 
the projecting lens of the lantern, detached from its usual posi- 
tion, is used to throw the image of the picture on the screen. 
Partitions should be used to prevent the escape of too much of 
the light laterally. 

Opaque roll window-shades, intended for thoroughly darken- 
ing a room, are troublesome unless carefully made, with the 
Window- edges projecting a considerable distance, two inches 
Shades. let us say, if the windows are large, into the win- 
dow casing on each side. Without this precaution, the shades 
are likely to bulge inward during a high wind and draw their 
edges from cover. Such shades should be made to pull down, 
like ordinary shades, not up, lest the wear and tear on the work- 
ing cords be too great. If the room isto be darkened but infre- 
quently, light, portable, wooden frames covered with oil-cloth, 
held in place within or against the window casings by any simple 
fastening, serve well enough. 

As a rule, qualitative experiments are given to better advan- 
tage in the lecture-room, as quantitative experiments are given 
Qualitative to better advantage in the laboratory ; for the for- 
Experiments. mer have generally a spectacular aspect, often suffi- 
ciently revealed in a glance at the critical moment, and as easily 
shown to many spectators as to one, while the latter are more 
frequently painstaking, prolonged, and comparatively unevent- 
ful, requiring also close observation at short range, which can- 
not be given by the whole class at once. 

I used to give as a laboratory exercise a study of the phe- 
nomena occurring in the heating and boiling of water, and had 
contrived for this purpose a small-scale piece of apparatus, which 


LECTURES AND RECITATIONS 318 


could easily be furnished to each member of a laboratory sec- 
tion. But after some years of trial I came to the conclusion 
that I had better point out the significant features of the pro- 
cess to a whole class at once than to each member of the class 
in turn. Accordingly, I now show the experiment, on a com- 
paratively large scale, in the lecture-room. 

Similarly, I used to have each student or each pair of students 
go through certain experiments with a pressure-gauge in water, 
to illustrate or discover the facts that pressure increases with 
depth, is independent of direction, etc. Now I do not insist 
upon this, but show these experiments to groups of students or 
to a whole class at once. A little contrivance adapts them to 
the projecting lantern, the index of the gauge being shown on 
the screen, while the vessel containing the water is in direct 
view of the spectators. This requires the gauge to be fixed at 
a certain height and the water in which it is submerged to be 
moved up and down. 

It is well, after showing important’ experiments like this to a 
class, to leave the apparatus at the disposal of students, who, in 
the laboratory, may wish to examine it at short range or to use 
it for themselves. 


i I think that I should in some place, here 
as well as elsewhere, object to that device, still 
to be seen even in new books, which undertakes 
to prove the equality of vertical and horizontal | 
pressure at a given depth in water by showing 
that the water produces the same effect on a 
vertical mercury column when admitted to the 
top of it through a horizontal tube, as when ad- 
mitted through a vertical tube. See a and 4 of 
Fig. 17. This experiment shows that the vertz- 
cal pressure at @ in the one tube is equal to 
the vertical pressure at 4, on the same level, 
in the other tube; but to say that the vertical 
pressure at 4 must be the same as the horizon- 
tal pressure at the open end of the horizontal 
part of the tube, is to beg the whole question Fig.17. 
at issue. 


314 LECTURES AND RECITATIONS 


It is obvious that certain matters must be treated by lecture 
and recitation methods, if at all, for the reason that they cannot 
Applications be brought into the laboratory and put at the dis- 
of Physics. = posal of individual pupils. Such are large-scale sys- 
tems of heating, ventilation, drainage, lighting, transmission of 
power, etc. These should be presented by the aid of diagrams 
and verbal explanations, to be followed, if this is practicable 
under good conditions, by visits to the apparatus itself in 
position and operation. 

It is a question how much instruction on such topics should 
be undertaken, and this question must be answered with some 
reference to the local conditions and the general character of 
the school. It is reasonable that all boys, at least, should 
acquire a good general understanding of ordinary domestic 
scientific appliances, and, in their simpler forms, of the steam- 
engine, telegraph, telephone, dynamo, and motor; but it is 
easily possible to go too far into details. I can give no better 
criterion for deciding what things to take and what things to 
leave untouched, than that which is furnished by the interest and 
probable future needs, viewed broadly, of the ordinary pupil. 
(See Chapter X.) 

The immediate aim, though not the sole abicte of instruc- 
tion in physics should be to give the power and the habit of 
using physical knowledge. It should, therefore, on the side 
of illustrations and applications, be suggestive and directive 
rather than exhaustive. The pupil should be encouraged to 
see and think about physical phenomena and physical devices 
which are outside the classroom ; but the teacher should not 
be expected to bring all such things to his attention and make 
him understand them. 

In the way of practical applications of theory, as well as of 
theory itself, most general text-books of physics contain more, 
and should contain more, than the ordinary class can be ex- 
pected to master while in school. The teacher should not be 
afraid to use his own best judgment, and omit what he feels to 
be impracticable or comparatively useless. I never find a 


LECTURES AND RECITATIONS 315 


general text-book of which I can require a class to take every 
page. The fact is, of course, that the author has in mind a 
greater variety of readers than is found in any one class, and it 
is generally easier for the teacher to skip an unnecessary page 
than to supply a missing one. 

Although in this chapter I have expressly taken it for granted 
that the teacher will see the need of thorough preparation for 
what he is to say and what he is to do in the lecture- Gare for 
room, it may be worth while to remark that such Form. 
preparation will include not merely the parts which are to make 
up the teacher’s performance, but the performance as a whole. 
The teacher must consider not only what to say and what to 
do, but when, in what order, each thing is to come. He must 
think, too, not only of logical sequence, but also of the state of 
mind and body of his class, following no single line of thought 
too long, presenting no especially difficult matter when the 
class. is tired. 

Physics is, at the best, hard for most minds, young or older ; 
and if the teacher is blessed with the gift, or can by pains acquire 
the power, of presenting his subject in an attractive way, of 
making his teaching artistic in form as well as sound in sub- 
stance, he will win not only the respect of his pupils but, what 
is perhaps to both sides more stimulating, their admiration. 


CHAPTER IX 


PHYSICS IN PRIMARY AND GRAMMAR SCHOOLS 


REFERENCES. 


Bailey, J. H. Inductive Physical Science. Boston, D. C. Heath & 
Co. 1896. Pp. 105. Qualitative work. 

Cooley, L.R.C. Easy Experiments in Physical Science. New York, 
American Book Co. Pp. 85. Qualitative work. 

Gifford, J.B. Elementary Lessons in Physics. Boston, Thompson, 
Brown & Co. 1894. Pp. 161. Largely qualitative. 

Gregory, R. A. and Simmons, A. T. Elementary Physics and Chem- 
istry, First Stage. 1899. Pp.150. Elementary Physics and Chemistry, 
Second Stage. 1900. Pp. 140. London and New York, Macmillan. 

Harrington, C. L. Physics for Grammar Schools. American Book 
Co. 1897. Pp. 123. Largely qualitative. 

Jackman, W. S. Nature Study for Grammar Grades. New York, 
Macmillan. 1898. Pp. 407. A book of suggested experiments (for 
teacher or pupil) and questions. 

Loewy, B. A Graduated Course of Natural Science. Parts I. and 
II. London and New York, Macmillan & Co. 


I am quite in sympathy with the not uncommon practice of 
giving a little, a very little, physics of a descriptive andé illus- 
“Nature trative kind to young children as a part of what is 
Study.” often called “‘ nature study.” But as I have never 
taught physics to such children in any systematic way, and am 
not even widely read in the literature of ‘‘ object lessons,”’ it be- 
comes me to speak with caution in regard to such teaching. I 
shall venture the suggestion, however, that some of the books in 
whick these lessons are set forth make too little appeal to the 
experience and the imagination of the pupils. 

For example, from an English book which has much to be 
commended of instruction in regard to common things, I take 
the following passages, which certainly explain themselves : 


PRIMARY AND GRAMMAR SCHOOLS Ses 


“‘ Have this stone, this block of wood, and this piece of iron 
any shape of their own ? Yes, they have, and we cannot alter 
the shape of either of them. Let one of the boys take the 
block of wood in his hand, and another the piece of iron, and 
try to squeeze them into any other shape. He cannot alter 
the shape of either the wood or the iron with all his pressing.” 

“Let another boy try with the stone.” 

‘Now put the stone, or the wood, or the iron into a basin, a 
tumbler, or some such vessel, and Jet the class see for themselves 
that these substances do not take the shape of the vessel in 
which they are placed.” 

I find it difficult to believe that children old enough to go to 
school would need to make or to see any of the experiments 
here described, in order to reach the desired con- cana 
clusion ; and it is bad practice to ignore the vast Experimental 

Knowledge. 
amount of knowledge which comes to every child 
by mere virtue of his living and having his five senses, — 
knowledge which becomes a part of him, is blended with his 
natal instincts, long before he can read and write. 

No small part of the difficulty which young pupils often meet 
in the study of physics is difficulty with words, due, often, 
to lack of simplicity or lack of precision in the lan- Difficulty 
guage of the book or the teacher. For example, with 
what pupil is ever confused as to the fact of “ im- Nii 
penetrability,” and what pupil is not confused by the word? I 
was once asked by a grammar-school teacher what I thought of 
a certain text-book of physics which he was using. I replied 
that it seemed to me to dwell too much on words and defini- 
tions. But the teacher said that it was necessary to make a good 
deal of effort to get down to the comprehension of his pupils. 
For example, he had lately spent many minutes in trying to get 
his class to understand the book definition of uniform velocity, 
which ran somewhat as follows: UOnzform velocity is such a rate 
of motion that equal distances are traversed in equal successive 
intervals of time. I then suggested that the zd@ea of uniform 
velocity could be given with perfect clearness in a very short 


318 PRIMARY AND GRAMMAR SCHOOLS 


time by means of an illustration, and that the analysis and mas- 
tery of such a definition as he had been using, though it might 
be highly profitable to the pupils as an exercise in language, 
was not the study of physics. ‘This the teacher admitted, but 
he held that such language lessons are a legitimate use of the 
time assigned to physics in a grammar school. 

This teacher’s view may be right, but let us, at least, locate 
the difficulty properly, and not condemn the study of physics 
as too hard for grammar schools, merely because many of its 
simpler truths are often, unnecessarily, expressed too abstrusely. 
Why could we not say, Uniform velocity 1s velocity that zs 
unchanging, neither growing greater nor growing less ? 

The habit of overlaboured expression, on which I have been 
commenting, is often the result of a commendable desire to 
Lack of Pre- Scape a still worse fault, the habit of indefinite- + 
cision. ness, lack of precision of speech and meaning. I 
have known a class to spend nearly an hour on an elementary 
exercise, leading up to the hydrostatic press, without any 
general understanding as to whether the word size, as used 
with regard to the tubes employed in the experiment, meant 
diameter or area of cross-section. 

An interesting and important question is, whether the study 
of physics by young pupils should be mainly qualitative or 
Qualitative or Mainly quantitative, that is, whether it should be 
Quantitative? devoted mainly to the development and illustra- 
tion of important phenomena, or mainly to the study of 
numerical laws relating to such phenomena. In my opinion, 
the little physics taught in primary schools or in the lower 
grades of grammar schools, should be mostly or wholly of 
the lecture-table sort, and qualitative. But as soon as the 
formal study is begun, with laboratory work by the pupils, I 
am clear that the work should be, I had almost said must 
be, chiefly quantitative. It is so difficult to design a course 
of laboratory experiments which will lead the pupil to dis- 
cover or observe, in any general way, phenomena not pre- 
viously known to him, so difficult, therefore, to prevent 


PRIMARY AND GRAMMAR SCHOOLS 319 


qualitative laboratory work from becoming a farce and a bore, 
in which the wearied teacher points out to each pupil the 
thing which the latter is supposed to discover, that I have 
long considered the undertaking unprofitable. Of course it 
is easy to write out a long list of questions, most excellent 
if the pupil could find the answers to them, leaving it for the 
teacher to make the apparatus and devise all details; but how 
much is really accomplished by such imposing suggestions ? 

It is true that writers of great ingenuity have undertaken to 
lay out practical courses of qualitative work, and that some 
teachers of great zeal are following more or less closely the 
courses which they have described ; but I get from their work, 
so far as I am familiar with it, at times the impression of 
tremendous ‘inductive’? feats, surpassing the intuitions of 
Newton, and at others the impression of an effort rather to 
occupy the pupil as long as possible with certain simple pieces 
of apparatus than to teach him as much as possible in a given 
time. The latter practice reminds one of a box of puzzle 
blocks with a chart of the figures which, with sufficient ingenu- 
ity and time, can be constructed from them. Puzzle blocks 
are very good indeed in their way, and I am far from asserting 
that the kind of laboratory work which I have compared to 
their use is profitless. It does, no doubt, give some manipu- 
lative skill, and it gives some practice in keeping a record of 
observations, but, as a means of getting forward with the study 
of physics, I believe that it can be greatly improved upon. 

The practice of dwelling unnecessarily long on things familiar 
and essentially simple, of discussing them at great length and 
laboriously writing out observations upon them, is 09 giow 
a vicious one; for it inculcates a habit of potter- Progress. 
ing, and is quite as likely to result in confusion of ideas as in 
lucidity. The fact that a pupil cannot give a clear account of 
some particular fact or law is no sure proof that he has not 
spent too much time on it. It is possible to gaze at one’s 
own name until it looks unfamiliar and weird. 

Movement, a certain sense of progress, is essential ta the 


320 PRIMARY AND GRAMMAR SCHOOLS 


best working of the pupil’s mind, which, like a bicycle, simply 
lies down if it is kept too long in one spot. It is better to 
maintain this progress, even with the certainty that some things 
will be passed by unseen, and that many of the things seen 
will be forgotten, than to lose headway and the alertness which 
goes with it. Many repetitions are necessary for the mastery 
of certain truths ; but these repetitions should not all come at 
one stretch. An occasional brief return to the difficult point, 
when the mind is fresh, is better in many cases than the 
attempt to level every obstacle and clear up every doubt at 
the first progress. 


Quantitative Laboratory Work in Grammar Schools. 


For eight or nine years now the grammar schools of Cam- 
bridge, Massachusetts, have maintained a course of quantita- 
Txercices tive laboratory work for pupils of the ninth grade, 
Taken. averaging perhaps fourteen years of age. The titles 
of the exercises in this course are, for the most part, such as 
are to be found in the First Part of the Harvard Descriptive 
List or the corresponding list of the National Educational 
Association (see Chapter X.); and the method of perform- 
ance of these exercises follows pretty closely the directions 
given in the Descriptive List. The pupils, however, do not — 
have these or any printed directions before them in doing 
their work, nor have they, in fact, any text-book of physics. 

Apparently the teachers prefer not to have a book in the 
hands of the pupils. The time allowed for the whole course 
is only two school periods, of 40 minutes each, a 
week for one school year, and physics is treated 
as one of the minor studies of the grammar school course. 
Under these conditions the teachers apparently feel that it is 
hardly worth while to take up a text-book, some parts of which 
might be too difficult or too laborious for their pupils. I 
think, too, that they find a certain legitimate satisfaction in 
lecturing to their classes in this study, which is more objective 
than most others with which they have to do. 


No Text-book. 


PRIMARY AND GRAMMAR SCHOOLS 221 


It must be admitted that when these Cambridge pupils, 
after dropping the study of physics entirely for two years, re- 
sume it in the third year of the high school course, permanence 
there is generally not very much immediately of Results? 
visible in their minds as the result of their previous work in 
this subject. But in what study will the direct product of two 
school periods per week for one grammar school year show 
to great advantage two years later? Arithnietic, geography, 
history? In nostudy that can be named, unless circumstances 
are such as to keep the lessons of that study frequently in 
practice. 

Many of the things learned by a boy in such a course of 
physics as that indicated above, will go into frequent practice in 
his every-day life. He will, therefore, probably remember his 
physics as well as he remembers anything on which so little time 
has been spent. It will be best, if not necessary, to go all over 
the same ground again in the high school; but that is no proof 
whatever that the first study has not been profitable. Such 
preliminary study is like the coat of oil which is laid on wood 
to prepare it for varnishing. The oil dries in and disappears, 
but the varnish, the show coat, sticks because the oil has gone 
before it. 

But the question remains, whether such work had better be 
done by a grammar school class. There is a chance for mis- 
understanding here. The question is not, whether the same 
list of experiments done later will teach more, for it must be 
granted that almost any study pursued at the grammar school 
age would yield larger results with an equal expenditure of time 
two or three years later. The question is, whether this course, 
or some such course, of physics is more profitable to the class 
as a whole than anything which could, or would, take its place. 

I am, possibly, too much influenced by the circumstances of 
the case to give this question a judicial answer. If all the 
pupils were to go forward into a higher school, I should perhaps 
answer it in the negative; but a comparatively small propor- 
tion of them do this. Is it wise, is it fair, to let the great 


2t 


322 PRIMARY AND GRAMMAR SCHOOLS 


majority of public-school children close their school life without 
any formal study of natural science? Are school authorities 
sufficiently sure, for example, of the superior profitableness of 
the back part of the arithmetic, partial payments, etc., to war- 
rant them in preserving all its commercial features to the exclu- 
sion of natural science? 

The following paragraphs are written by Mr. Frederick S. 
Cutter, the master of the Peabody Grammar School of 
Cambridge : 

“ The time allotted to the subject [of physics] is one hour and 
twenty minutes a week throughout the school year, of which 
thirty minutes is for laboratory work and fifty minutes for dis- 
cussion and lecture-table instruction in the classroom. ‘The 
class is divided [for laboratory work] into sections of sixteen 
(or less) pupils each.” 

“Time for the introduction of physics, and also geometry, 
was obtained in the revision of the course of study by complet- 
haere ing the subject of geography in the eighth grade 
School- and by modifying the requirements in arithmetic. 
paket The one hour and twenty minutes a week devoted 
to physics is supplemented by a part of the time assigned to 
language work, when written compositions are prepared by the 
pupils in which accounts of their experiments are given from 
the notes taken in the laboratory. ‘These compositions are 
usually illustrated, for children as a rule like to write about 
what they have performed, and take pleasure in the adornment 
of their papers. Thus the subjects of physics, language, and 
drawing are most profitably correlated. 

“Before the introduction of laboratory physics there were 
some who feared that a serious difficulty would be the time and 
labour required of the teacher in preparation for an experiment 
‘to be performed by sixteen children, and afterwards in putting 
the things away. But in practice it is found that the teacher 
can be largely relieved by several of the most trustworthy pupils, 
who are always glad to offer their services as assistants. To 
one can be given entire charge of the sixteen large glass jars, 


PRIMARY AND GRAMMAR SCHOOLS 323 


* 


the filling, the emptying, and the putting away in proper condi- 
tion ; to another can be given the care of the sixteen overflow 
cans ; to another the care of the spring-balances, etc. The 
children selected will profit by the responsibility they assume, 
and will take increased interest in the work, their influence 
being favourably felt throughout the class. If the teacher 
announces in the morning session what will be needed for the 
experiment in the afternoon, the pupils can get everything in 
readiness during the noon intermission.” 


CHAPTER X 


PHYSICS IN VARIOUS KINDS OF SECONDARY SCHOOLS 
REFERENCES. 


Laboratory Manuals: 


Manuals included in text-books and not published separately are not 
here named. 

Adams, C.F. Physical Laboratory Manual for Secondary Schools. 
Chicago & New York, Werner School Book Co. 1896. Pp. 183. 

Allen, C. R. Laboratory Exercises in Elementary Physics. New 
York, Henry Holt & Co. 1892. Pp. 277. 

Ames, J. S. and Bliss, W. J. A. Manual of Experiments in Physics. 
American Book Co. 1898. Pp. 544. 

Ayres, F. H. Laboratory Exercises in Elementary Physics. London, 
E. Arnold. New York, D. Appleton & Co. tgo1. Pp. 193. To accom- 
pany Henderson and Woodhull’s Elements of Physics. 

Chute, H.N. Physical Laboratory Manual. London, Isbister & Co. 
Boston, D.C, Heath & Co. 1804. "Pps218. 

Crew, H. and Tatnall. Laboratory Manual of Physics. London and 
New York, Macmillan. 1902. Pp. 234. 

Gage, A. P. Physical Experiments. Boston, Ginn & Co. 1897. 
Pp. 195. 

Gage, A. P. Physical Laboratory Manual and Note-book. 1890. 
Pp. 244. Boston, Ginn & Co. 

Glazebrook, R. T. and Shaw, W. N. Practical Physics. London and 
New York, Longmans, Green & Co. New Edition, t901. Pp. 659. Too 
difficult for school use. 

Henderson, John. Elementary Physics. London and New York, 
Longmans, Green & Co. 1895. Pp. 132. For colleges rather than 
schools. 

Henderson, C. H. and Woodhull, J. F. Physical Experiments. New 
York, Appleton & Co. 1900. Pp. 112. To accompany the Authors’ 
Elements of Physics and sometimes bound with the Elements. 

Hopkins, W. J. Preparatory Physics. Longmans, Green & Co. 1894. 
Pp. 147. 

Hortvet, J. A Manual of Elementary Practical Physics for High 
Schools. Minneapolis, H. W. Wilson. 

Kelsey, W. R. Physical Determinations. London, Arnold. New 
York, Longmans, Green & Co. tgor. Pp. 328. 


VARIOUS KINDS OF SECONDARY SCHOOLS 325 


Nichols, Smith and Turton. Manual of Experimental Physics. Bos- 
ton, Ginn & Co. 1899. Pp. 324. 

Rintoul, D. An Introduction to Practical Physics. London and New 
York, Macmillan. 1898. Pp.166. Mensuration, Mechanics, and Heat. 

Schuster, A. and Lees, C. H. Intermediate Course in Practical Phy- 
sics. London and New York, Macmillan & Co. 1896. Pp. 248. De- 
scribes a course given in Owens College. 

Stewart, B. and Gee, W. W. H. Elementary Practical Physics. 
Vol. I. General Processes. 1893. Pp. 295. Vol. II. Electricity and 
Magnetism. 1896. Pp. 503. Vol. III. Practical Acoustics (by C. L. 
Barnes). 1897. Pp. 214. London and New York, Macmillan & Co. 
Rather beyond school class use. 

Stratton. Outline of a Course in General Physics for Secondary 
Schools. SCHOOL REVIEW. January, 1898. 7 pages. 

Watson, Wm. Elementary Practical Physics. A Laboratory Manual 
for Beginners. London and New York, Longmans, Green & Co. 1896. 
Pp. .238. 

Woodhull, J. F. First Course in Science. Vol. I. Book of Experi- 
ments. Henry Holt & Co. 1893. Pp. 79. Light only. Vol. II. isa 
text-book to accompany the manual. Pp. 133. 

Worthington, A. M. Physical Laboratory Practice. London, Long- 
mans, Green & Co. 


General Text-books, Mainly for Teachers’ Use: 


Anthony, W. A. and Bracket, C. F.. Elementary Text-book of Phy- 
sics. Revised by Magie. New York, John Wiley & Sons. 1897. 
Pp. 512. 

Barker, G. F. Physics. Advanced Course. London, Macmillan & 
Co. New York, Henry Holt & Co. 1892. Pp. goz. 

Daguin, P. A. Traité Elémentaire de Physique. Paris. 3 vols. 
Contains much descriptive and historical matter. 

Daniell, A. A Text-book of Physics. London and New York, Mac- 
millan & Co. 1895. Pp. 782. 

Deschanel, A. P. Natural Philosophy. Translated and revised by 
Everett. London, Blackie & Son. New York, D. Appleton & Co. 
4 vols. The 3d vol., Electricity and Magnetism, issued in Igor. 

Ganot’s Physics. Translated and edited by E. Atkinson. London, 
Longmans, Green & Co. New York. Wm. Wood & Co. Pp. 1115. 

Ganot’s Popular Natural Philosophy. Translated and edited by E. 
Atkinson. Longmans, Green & Co. 1900. Pp. 752. 

Hastings, C. S. and Beach, F. E, Text-book of General Physics. 
Boston, Ginn & Co. Pp. 768. 

Lehfeldt, R. A. A Text-book of Physics, with Sections on the Appli- 
cations of Physics to Physiology and Medicine. London, Arnold. New 
York, Longmans, Green & Co. 1902. Pp. 312. 

Nichols, E. L. and Franklin, W. 8. Elements of Physics. Vol. I. 
Mechanics and Heat. 1898. Pp.219. Vol. II. Electricity and Magnet- 


326 VARIOUS KINDS OF SECONDARY SCHOOLS 


ism. 1896. Pp. 272. Vol. HI. Light and Sound. 1899. Pp. 2or. 
London and New York, Macmillan. 

Watson, Wm. A Text-book of Physics. London and New York, 
Longmans, Green & Co. 1899. Pp. 896. 


- 


Special Treatises, Mainly for Teachers’ Use: 

Abney, W.D.W. Treatise on Photography (Text-books of Science). 
London and New York, Longmans, Green & Co. Igor. Pp. 425. 

Anderson, J. Strength of Materials and Structures (Text-books of 
Science). London and New York. Longmans, Green & Co. 1892. 
Ppe307; 

Benjamin, P. A History of Electricity. New York, John Wiley & 
Sons. Pp. 611. . 

Carpenter, R. C. Heating and Ventilation of Buildings. New York, 
John Wiley & Sons. 

Goodeve, T.M. Text-book on The Steam Engine and on Gas Engines. 
London, C. Lockwood & Sons. New York, D. Van Nostrand Co. 

Halliday, G. Steam Boilers. London, Edward Arnold. New York, 
Longmans, Green & Co. 1897. Pp. 392. 

Hardin, W. lL. Liquefaction of Gases. London and New York, 
Macmillan. 1899. Pp. 250. 

Harrington, M.W. About the Weather. (Home Reading Books.) 
New York, D. Appleton & Co. Igor. Pp. 246. 

Hawkins, C. C. and Wallis, F. The Dynamo. London, Whittaker 
& Co. New York, Macmillan & Co. 1896. Pp. 526. 

Holmes, G. C. V. The Steam Engine. (Text-books of Science.) 
London and New York, Longmans, Green & Co. 1897. Pp. 528. 

Holden, E.S. Stories of the Great Astronomers. Igo. Pp. 255. 
The Family of the Sun. 1899. Pp. 252. (Home Reading Books.) 
New York, D. Appleton & Co. 

Hopkins, W. J. Telephone Lines and Their Properties. 1886. 
Pp. 272. The Telephone. 1898. Pp. 83. New York and London, 
Longmans, Green & Co. 

Jackson, D.C. and J.P. Alternating Current and Alternating Cur- 
rent Machinery. London and New York, Macmillan. 1902. Pp. 482. 
“For Artisans, Apprentices, and Home Readers.” 

Jones, H.C. Theory of Electrolytic Dissociation. London and New 
York, Macmillan. 1900. Pp. 289. 

Le Blanc, M. Electrochemistry. London and New York, Macmillan. 
1896. Pp. 284. 

Maxwell, J.C. Theory of Heat. With corrections and additions by 
Lord Rayleigh. London and New York, Longmans, Green & Co. 
Pp. 348. 

Preece, W. H. and Sivewright, J. Telegraphy. London and New 
York, Longmans, Green & Co. 1897. Pp. 417. 

Preston, T. The Theory of Heat. 1894. Pp. 719. The Theory of 
Light. 1901. Pp. 586. London and New York, Macmillan. 


VARIOUS KINDS OF SECONDARY SCHOOLS 327 


Shelley, C. P.B. Work-Shop Appliances. London and New York, 
Longmans, Green & Co. 1897. Pp. 377. 

Shenstone, W. A. The Methods of Glass-Blowing. London and New 
York, Longmans, Green & Co. Newed., 1902. Pp. 86. 

Slingo, W. and Brooker, A. Electrical Engineering for Electric 
Light Artisans and Students. London and New York, Longmans, Green 
& Co. 1898. Pp. 780. 

' Stretton, C.E. The Locomotive and Its Development. London, C. 
Lockwood & Sons. 

Thompson, S. P. Elementary Lessons in Electricity and Magnetism. 
1894. Pp. 638. Light Visible and Invisible. 1897. Pp. 294. London 
and New York, Macmillan. 

Treadwell, A. The Storage Battery. London, Whittaker & Co. 
New York, Macmillan & Co. 1898. Pp. 257. 

Whetham, W. C. D. Solution and Electrolysis. Cambridge, Uni- 
versity Press. New York, Macmillan. 1895. Pp. 296. 

Wilson, E. Electrical Traction. London, Edward Arnold. New 
York, Longmans, Green & Co. 1897. Pp. 253. 

Wright, M. R. Sound, Light, and Heat. Pp. 272. Heat. Pp. 346. 
London and New York, Longmans, Green & Co. 

Yorke, J.P. Magnetism and Electricity. London, Edward Arnold. 
New York, Longmans, Green & Co. 1899 Pp. 264. 


On the subject of this chapter we have something approach- 
ing the authority of official utterance in the various publications 
made by the National Educational Association during the past 
ten or twelve years. 


College Entrance Physics of the National Educational Association. 


The general definition or description of the type of physics 
course, preparatory for college, which is approved by the 
National Educational Association, is shown by the g.ieea 
following extract from the report of its committee Recommen- 
on College Entrance Requirements, which report eaten 
was published in 1899 by the authority of the association. 

‘Your committee suggests that an effective working basis 
for a secondary school course in physics would be attained by 
planning such a course substantially in accordance with the 
following propositions: 

‘1. That in public high schools and schools preparatory for 
college physics be taught in a course occupying not less than 


328 VARIOUS KINDS OF SECONDARY SCHOOLS 


one year of daily exercises, more than this amount of time to 
be taken for the work if it is begun earlier than the next to the 
last year of the school course. 

‘2. That this course of physics include a large amount of 
laboratory work, mainly quantitative, done by the pupils under 
the careful direction of a competent instructor and recorded by 
the pupil in a note-book. 

‘63. That such laboratory work, including the keeping of a 
note-book and the working out of results from laboratory obser- 
vations, occupy approximately one-half of the whole time given 
to physics by the pupil. 

“4, That the course also include instruction by text-book 
and lecture, with qualitative experiments by the instructor, 
elucidating and enforcing the laboratory work, or dealing with 
matters not touched upon in that work, to the end that the 
pupil may gain not merely empirical knowledge, but, so far as 
this may be practicable, a comprehensive and connected view 
of the most important facts and laws in elementary physics. 

‘5. That college-admission requirements be so framed that a 
pupil who has successfully followed out such a course of physics 
as that here described may offer it toward satisfying such re- 
quirements.” ? . 

The report from which the preceding extract is taken was 
approved in the year following its publication, in the following 
Tisteey at resolution: “ Resolved, That the Departments of 
theN.E.A. Secondary and Higher Education of the National 
een Educational Association commend the report of 
the special Committee on College-Entrance Requirements as 
offering a basis for the practical solution of the problems of 
college admission, and recommend the report to the colleges 
of the country.” 

The report under discussion consisted of two parts, a shorter 
part, for which the committee itself took the responsibility, and 

1 These five propositions are substantially a repetition of recommenda- 


tions made to the General Committee by the Committee on Physics, 
the membership of which is given later. 


PALTOUS “KINDS (OF SECONDARY ‘SCHOOLS: 329 


from which the extract above given is taken, and a longer part 
containing many details offered in the reports of various sub- 
committees. In this supplementary part of the report the 
matter relating to physics, quoted in full below, is little more 
than the Table of Contents of the Harvard Descriptive List 
(see Chapter V.) and two paragraphs taken, almost without 
change, from the Introduction to that list. As this fact is 
capable of misinterpretation by those not fully acquainted 
with the circumstances, I shall give some account of the 
matter here. 

As chairman of the committee mentioned in the quotation 
following, I had reported to Dr. Nightingale, the chairman of 
the. general Committee on College Entrance Requirements, 
that, inasmuch as the Physics Committee was made up largely 
of gentlemen who had written text-books — very different text- 
books — for schools, or were in the way of writing such books, 
I could not undertake to get from them any general agreement 
as to the details of what a.course in schools should be. But, 
as Dr. Nightingale insisted on some kind of a report on this 
subject, I at last sent him what is practically a description of 
the Harvard requirement in laboratory work, as my individual 
report, at the same time notifying the other members of the 
committee of what I had done, and requesting each of them to 
take corresponding individual action, if he felt moved to do so. 
The quotations which follow show the result. 

“The Committee on Physics of the Science Department of 
the National Educational Association did not submit a regular 
report signed by the members of the committee. 

These were: Professor E. H. Hall, Harvard Uni- Le ot 
versity, chairman; Professor H. S. Carhart, Uni- ee lai 
versity of Michigan, Ann Arbor; R. B. Fulton, 
Chancellor, University of Mississippi; C. L. Harrington, Sachs’ 
Collegiate Institute, New York, N. Y.; Julius Hortvet, East 
Side High School, Minneapolis, Minn.; C. J. Ling, Manual 
Training School, Denver, Colo.; Professor E. L. Nichols, 
Cornell University, Ithaca, N. Y.; E. D. Pierce, Hotchkiss 


330 VARIOUS KINDS OF SECONDARY SCHOOLS 


School, Lakeville, Conn. ; Professor Fernando Sanford, Leland 
Stanford, Jr., University, Cal.; Professor B. F. Thomas, Ohio 
State University, Columbus; Edward R. Robbins, Lawrence- 
ville School, Lawrenceville, N. J. 

“The basis of a report, suggested by Professor Hall, and 
consisting of a list of laboratory experiments, is given below. 
Comments by the members of the committee, in case they dis- 
sented from any part of this, were to be sent at once to the 
chairman of the Committee on College-Entrance Requirements. 
It may be assumed that the list met with the approval of those 
who did not so indicate dissent. Such comments as have been 
received are given after Professor Hall’s statement. 


““Outline of Laboratory Work in Physics for Secondary Schools. 


“ At least thirty-five exercises, selected from a list of sixty or 
more, not very different from the list given below. In this list 
merit the divisions are mechanics (including hydrostatics), 
List of light, heat, sound, and electricity (with magnetism). 
Exercises. At least ten of the exercises selected should be in 
mechanics. The exercises in sound may be omitted altogether ; 
but each of the three remaining divisions should be represented 
by at least three exercises. 

“The division of the list into a first part and a second part 
is intended to facilitate and encourage beginning the study of 
physics very early in the school course. Most of the exercises 
in the first part have proved to be within the power of boys of 
fourteen or fifteen years, although older pupils can do them 
more readily, as they can do all other work except tasks of 
pure memory. ‘The cost of apparatus for the exercises of the 
first part is very small. 


** First Part. 


PRELIMINARY EXERCISES. 


{Recommended, but not to be counted.] 


A. Measurement of a straight line. 
B. Lines of the right triangle and the circle. 


VARIOUS KINDS OF SECONDARY SCHOOLS 331! 


ee 
D. 


Ou ANbRwW No 


26. 
aa. 


Area of an oblique parallelogram. 
Volume of a rectangular body by displacement of water. 


MECHANICS AND HYDROSTATICS. 


Weight of unit volume of a substance. 
Lifting effect of water upon a body entirely immersed in it. 
Specific gravity of a solid body that will sink in water. 


. Specific gravity of a block of wood by use of a sinker. 


Weight of water displaced by a floating body. 
Specific gravity by flotation method. 
Specific gravity of a liquid: two methods. 


. The straight lever: first class. 

. Centre of gravity and weight of a lever. 
. Levers of the second and third classes. 
. Force exerted at the fulcrum of a lever. 


Errors of a spring balance. 


. Parallelogram of forces. 


Friction between solid bodies (on a level). 


. Coefficient of friction (by sliding on incline). 


LIGHT. 


Use of Rumford photometer. 


. Images in a plane mirror. 

. Images formed by a convex cylindrical mirror. 
. Images formed by a concave cylindrical mirror. 
. Index of refraction of glass. 

. Index of refraction of water. 

. Focal length of a converging lens. 

. Conjugate foci of a lens. 


Shape and size of a real image formed by a lens. 


. Virtual image formed by a lens. 


Second Part. 

MECHANICS. 
Breaking strength of a wire. 
Comparison of wires in breaking tests. 


332 


VARIOUS KINDS OF “SECONDARY SCROCGGs 


. Elasticity: stretching. 


Elasticity : bending ; effects of varying loads. 


. Elasticity: bending; effects of varying dimensions. 
. Elasticity: twisting. 


Specific gravity of a liquid by balancing columns. 
Compressibility of air: Boyle’s law. 


. Density of air. 
. Four forces at right angles in one plane. 
. Comparison of masses by acceleration test. 


Action and reaction: elastic collision. 
Elastic collision continued : inelastic collision. 


HEAT. 


Testing a mercury thermometer. 
Linear expansion of a solid. 


. Increase of pressure of a gas heated at constant 


volume. 


. Increase of volume of a gas heated at constant pressure. 
. Specific heat of a solid. 


Latent heat of melting. 


. Determination of the dew-point. 


Latent heat of vaporization. 


SOUND. 


. Velocity of sound in open air. 
. Wave-length of sound. 


Number of vibrations of a tuning fork. 


ELECTRICITY AND MAGNETISM. 


. Lines of force near a bar magnet. 


Study of a single-fluid galvanic cell. 
Study of a two-fluid galvanic cell. 


. Lines of force about a galvanoscope. 
. Resistance of wires by substitution: various lengths. 


VARIOUS KINDS OF SECONDARY \SCHOOLS +333 


55- Resistance of wires by substitution: cross-section and 

multiple arc. 

56. Resistance by Wheatstone’s bridge: specific resistance 

of copper. 

57- Temperature coefficient of resistance in copper. 

58. Battery resistance. 

59. Putting together the parts ofa telegraph key and sounder. 

60. Putting together the parts of a small motor. 

61. Putting together the parts of a small dynamo. 

“* Professor Carhart suggests forty experiments similar to these. 
Twenty-four of these coincide exactly in title with items in the 
above list. ‘The following fourteen are new, but many of them 
are probably implied in the list of sixty-one : 

The Jolly balance. 

Laws of the pendulum. 

Pressure. 

Curve of magnetization. 

Action of current on needle. 

Fall of potential in conductor. 

KE. M. F. of cell. 

The tangent galvanometer. 

Velocity of sound in solids (Kundt). 

Law of length for strings (sound). 

Law of diameter for strings (sound). 

Law of tension for strings (sound). 

Law of reflection (light). 


Measurement of angle of prism (light).’’? 


The next following quotation is an extract from the Dejfinz- 
tion of Requirements issued by the College EEN s con of 
trance Examination Board of the Middle States Middle States 

Board. 
and Maryland, February 1, 1gor. 

1 In the NEW ENGLAND JOURNAL OF EDUCATION for December 26, 
1901, and January 2 and 9, 1902, Mr. Stratton D. Brooks, High School 
Visitor for the University of Illinois, has, under the title, “‘ Suggested 


List of Experiments in Physics,” worked over this N. E. A. list and 
given corresponding references to several well-known text-books. 


334 VARIOUS KINDS OF SECONDARY SCHOOLS 


**8 Physics. 


“The requirement in physics is based on the report of the 
Committee on Physics of the Science Department of the Na- 
tional Educational Association. 

“It is recommended that the candidate’s preparation in 
physics should include: 

“qa. Individual laboratory work, comprising at least thirty- 
five exercises selected from a list of sixty or more, not very 
different from the list given below. 

“%. Instruction by lecture-table demonstrations, to be used 
mainly as a basis for questioning upon the general principles 
involved in the pupil’s laboratory investigations. 

“¢. The study of at least one standard text-book, supple- 
mented by the use of many and varied numerical problems, 
‘to the end that the pupil may gain a comprehensive and 
connected view of the most important facts and laws in ele- 
mentary physics.’ ”’ 

The list of titles of experiments which follows this passage in 
the original context is precisely the same as that numbered from 
1 to 61 in the Report of the National Education Association 
and in the Harvard Descriptive List. 


It appears, then, that we have, in the course of work outlined 
by the preceding quotations, a type of college entrance require- 
Prevalence ment in physics which is tolerably well defined and 
of Such a widely approved. Whether this type is established 
pets and maintained as generally as it is approved, may 
be an open question. In that part of the country which comes 
under my personal observation, it is very generally established. 
But in this same region the boys who go through a high school 
course, without having preparation for college in view, do not, 
as a rule, take just this course of physics. They take one which 
is more “ practical”? or more ‘ general” or more “ popular,” 
almost always, I believe, a course that involves less close atten- 
tion and hard thinking. This fact naturally raises a number of 


FARIOUS KINDS OF SECONDARY SCHOOLS 335 


questions. Is the college requirement, as interpreted and 
maintained by Harvard, for example, more severe than it should 
be? Are its applications to every-day life too remote? Does 
it require too much use of mathematics? Does it have too 
large a proportion of painstaking laboratory work, and too little 
in the way of lecture-room exhibitions? In particular, should 
the course make great use of the projecting lantern, with a large 
collection of interesting “slides,” illustrating scientific objects 
of general or local importance? Do the teachers who devise 
the courses of physics study followed in “ English high schools,” 
and other schools of the same general character, virtually express 
an unfavourable judgment of the college requirement physics 
for boys who are not to go to college? 

It is possible that some of these questions would be and 
should be generally answered in the affirmative, but this is not 
the inevitable conclusion. There is still the possi- Eecential 
bility that those who have advocated’ the same Difference in 
work for boys who are to go to college as for boys re 
who are not to go to college have overlooked one very impor- 
tant fact, namely, that the two sets of boys may not be just alike 
in their mental traits and attainments. As a rule, so far as my 
observation and inquiry have gone, they are notably different, 
the boys who naturally go to an “ English high school” being 
less scholarly and more narrowly utilitarian in their views than 
their contemporaries and associates who naturally go to a 
“Latin school.” 

Moreover, I can see little prospect of the disappearance or 
even the diminution of this unlikeness. The now well estab- 
lished practice of teaching, in the English high schools, such 
arts as book-keeping, short-hand, and typewriting, inevitably 
draws into these schools a numerous class of boys and girls who 
by birth and home influence have received little of scholarly 
capacity or impulse. Yet their parents demand, and with good 
show of reason, that if public money is spent to advance the few 


1 See the Report of the Committee of Ten, which is very emphatic on 
this point. 


236 VARIOUS KINDS OF SECONDARY SCHOOLS 


to the doors of college, with the comparatively profitable learned 
professions in view beyond, public money shall be spent to 
advance the many toward the practice of their useful and 
honourable, if less distinguished, vocations. ‘The ordinary city 
high school will therefore continue to have a general class of 
pupils who are not capable of going side by side with the pupils 
of the Latin schools, —a class who have left the grammar schools 
comparatively old, and will leave the high school at a lower in- 
tellectual level than their Latin school contemporaries, unless 
the course of the former school is made longer than that of 
the latter, which is not likely to be the case. 

Furthermore, even if the natural difference in kind of pupils 
did not exist, the fact that the pupils in one school are pre- 
Stimulus of  P2ting to meet requirements set by an authority 
College Re- outside the school, while the pupils in the other 
quirements: school are without this stimulus, will probably 
always keep the general standard of the work higher in the 
former school than in the latter. It is very doubtful whether 
local authority, or even the authority of any state board of 
education, unsupported by the strongly asserted requirements 
of colleges, can ever be depended on to keep the general 
standard of graduation from the high school up to the proper 
level of admission to college. A school which sends but few 
boys to college will prepare but few boys for college. 

What, then, should such a school undertake to do in physics ? 
Should it follow the college preparatory course as far as it can, 
What High taking half or two-thirds of it, for example; or 
Schools should it maintain a course designed with especial 
Should Do. reference to the character and aims of its own 
pupils? I cannot doubt that the latter alternative will prevail, 
and ought to prevail. though it should be the constant effort of 
all school authorities to broaden and elevate, so far as this may 
be practicable, the ideas of their pupils as to what is attainable 
and what is worth while. 

Without directly following the college requirement course in 
physics, the high school course has been profoundly influenced 


VARIOUS KINDS OF SECONDARY SCHOOLS 337 


by it, and will doubtless continue to be so. On the other 
hand, it behooves those of us who have most to do with the 
college requirement, to keep watch of the development of 
physics in the high schools, with the hope of finding therein 
examples which we may profitably follow. 

For the high school course in physics, as distinguished from 
the college requirement course, there is not, so far as I am 
aware, any general description arrived at by formal Physics in 
consensus of opinion. The following extract from Brookline 
the official description of the physics work in the eRe te 
high school of Brookline, Massachusetts, gives account of a 
course developed by Mr. John C. Packard, the teacher of 
physics in that school, which is in marked and interesting 
contrast with the college requirement course: 

‘There are two courses in physics. 

“y. The so-called Popular Course, the fundamental aim of 
which is: 

“(a) To develop in the pupil the habit of steady, persistent, 
logical thinking ; 

“(b) To render him fairly intelligent in reference to his own 
scientific environment ; 
~“(c) To beget a sense of power in his own ability to appre- 
ciate scientific truth and to draw legitimate conclusions from 
simple data ; 

“(d) To teach him to apply the elements of Algebra and 
Geometry to the problems of daily life, and finally 

“(e) To arouse within him a deep sense of appreciation of 
all that modern science has done and is still doing for the com- 
fort and convenience of the race. 

“With these ends in view the head of the department in 
common with many others has discovered that but very little 
reliance can be placed upon the ordinary text-book, since so 
few opportunities are given in the average manual for any 
original independent thinking and since in general such books 
contain so little of anything like a practical application of the 
principles of physics to the phenomena of daily life. He has felt 


oo ep 
ow 


338 VARIOUS KINDS OF SECONDARY SCHOOLS 


obliged therefore to substitute for such text-books, as others 
have, a special manual, as yet in manuscript form, in which the 
student is told as little as possible directly, but is given, practi- 
cally, a series of original exercises in Mechanics, Optics, and 
Electricity which he is to work out by the aid of a set of simple 
apparatus, his mathematical instincts, and his own brain, and 
apply in a continuous sequence suggested by an abundance of 
questions, problems and references to the affairs of daily life. 

‘‘The aim is to be thoroughly practical. In Hydraulics, for 
instance, more attention is paid to the water-meter, the simple 
motor, and the turbine than to the lifting pump, the ram and 
the breast-wheel, as the average man is more likely to see and 
use the former than the latter series. In Optics again, the 
camera, the opera glass, and the spyglass are dealt with more 
fully than the telescope and the compound microscope for the 
same reason. 

“Continual reference is made to the current literature of the 
day and to the science of Boston and vicinity. 

“Tt is intended that a series of illustrated lectures shall 
accompany the course giving a brief summary of the history 
of Physics and a glimpse. of the wonderful scientific achieve- 
ments of our own age. 

“The work is distributed somewhat as follows : — 

“September, October, November, — Mechanics, including 
Hydrostatics and Pneumatics. 

“December, January, February, — Optics. 

“March, April, May, — Electricity. 

“ June, — Review. 

“Toward the close of the school year special topics are 
suggested for more exhaustive treatment than is possible in 
the regular classroom work. Each pupil is expected to choose 
one or more of such topics and to present an illustrated paper 
upon the subject selected, at the end of the year. 

“Among the topics recently suggested may be mentioned 
the following : — 

1. Mechanics of the Clock. 


VARIOUS KINDS OF SECONDARY SCHOOLS 339 


2. Mechanics of the Bicycle. 

3. Mechanics of the Sewing Machine. 

4. Hughes’ Induction Balance. 

5: Lhe Microphone. 

6. Consumption of Gas, Water and Electricity in the 
Household. 

7. ‘Testing a Water-Meter. 

8. The Fire-alarm System of Brookline. 

g. School-room Ventilation. 

1o. The Long-Distance Telephone. 

11. The Transformer. 

12. The Gas-Engine. 

13. The Horse Power of an Electric Motor. 

“This entire course, extending over one year’s time, is re- 
quired of the sub-classical, the scientific and the manual train- 
ing pupils and at least one-half the course, i. e., the first five 
months, of the classical. 

“The time is equally divided between laboratory and lecture- 
room work, each requiring two periods per week beside the 
usual preparation for a full study. 

““Complete notes are kept by the pupils, of both the labora- 
tory and the lecture work. These notes are inspected from 
time to time by the instructor,” etc. 

I am far from asserting that the course outlined by Mr. Pack- 
ard is not better for the average high school pupil, boy or girl, 
than the college preparatory course, which also is Sees enh en 
given in the same school. Mr. Packard and others Solved by 
who, like him, have worked out the problem of gen- as 
eral high school physics approximately to their own satisfaction 
on somewhat new lines, will do a service to the public by put- 
ting the results of their experimentation into the form of text- 
books or manuals available for all teachers. ‘These books may 
or may not prove to be generally acceptable and usable ; but 
in any case they will be an important contribution to that vigor- 
ous trying-out process through which all methods of science 
teaching are now going in the schools of this country, 


340 VARIOUS KINDS OF SECONDARY SCHOOLS 


The word of caution which I would give to those who aim 
especially to make their teaching “practical” is, that they 
should beware of encouraging the idea, which many of their 
pupils are only too much inclined to hold, that the object of 
schooling is to give a certain final and sufficient store of knowl- 
edge and not, rather, so to fit the pupil that he may, after his 
school days are over, go on increasing in knowledge, finding 
constantly new uses for that stock of elementary fundamental 
ideas which a well devised school course should inculcate. ‘To 
this suggestion the teacher will perhaps reply that the average 
high school pupil has not sufficient initiative and imagination to 
find for himself the use of abstract ideas, and that the attempt to 
implant such ideas in a mind essentially concrete is labour and 
opportunity lost. I have no confident answer to make to such 
an assertion. The problem here is to find the right proportion 
of those constituents which all admit to be necessary. There 
is no hard and fast rule to be laid down. 


CHAPTER XI 


ON THE PRESENTATION OF DYNAMICS 


REFERENCES. 


Magnus, P. Lessons in Elementary Mechanics. London and New 
York, Longmans, Green & Co. 1892. Pp. 377. 

Maxwell, J.C. Theory of Heat. London and New York, Long- 
mans, Green & Co. Chapter IV. 


I HAVE not undertaken to give in this book a pedagogic treat- 
ment of the various parts of elementary physics; but there is 
one part, namely, dynamics, so fundamental yet so often 
neglected or badly taught, that I propose to give it especial 
attention here. 

It must be admitted once for all that the elementary ideas in- 
volved in questions of acceleration are difficult for the ordinary 
mind to grasp. The formulas, at least for cases of Difficulty and 
uniform acceleration, are very simple, but the Importance of 
primary conceptions underlying these formulas, at gre 
the definite notions of force, momentum, and kinetic energy, 
the ordinary student rarely masters and retains. Should we, 
therefore, give up the attempt to teach this part of physics in 
school courses, or the early courses in college, and content our- 
selves with giving, in mechanics, the statical aspect only ? 

I fear that many teachers will answer this question in the 
affirmative, but I am not yet ready to do so. We cannot afford 
to avoid everything that is difficult for the average boy, or practi- 
cally impossible for the dull boy. We must conduct our classes 
with some regard to the most vigorous minds among our pupils ; 
and such minds will find, in the broadening of their vision 
through the study of dynamics, perhaps the most profitable part 


342 (ON THE \PRESENTATION VOR DIANA ICS 


of all their training in physics. How can we be content to let 
a boy of eighteen years or older leave our classrooms without 
having had an opportunity to learn the meaning of the term 
energy, as strictly used, —a conception without which all en- 
deavour to understand and use the law of conservation of energy, 
the grandest, yet one of the simplest, of the generalizations of 
physical science, is feeble, if not futile P 

But may not a man be useful and happy who does not under- 
stand the conservation of energy? Yes, if he knows that he 
does not understand it, and does not profess to understand it. 
But this law is peculiarly one which many people talk about, and 
fancy themselves to understand, while their whole notion of it is 
so vague that it is quite as likely to lead them wrong as right 
when they would make any application of it. The law lies all 
about us, and nearly every one has some not altogether false 
idea of its meaning, some fairly good illustration of it at com- 
mand ; but understand it he certainly does not, if he has not 
mastered the meaning of certain little words, and certain short 
formulas, the full significance of which is not made plain by the 
experience and conversation of every-day life. Great thinkers 
groped long for the full meaning of the law, discoursing mean- 
while of the “ conservation of force,” and using ‘ force’ some- 
times in its proper sense, sometimes in the sense of “energy,” 
feeling their own confusion of ideas, but unable to see just where 
their trouble lay. 

I began this chapter by admitting the difficult nature of the 
ideas used in dynamics. I believe, however, that the effort of 
Difficulty In- mastering these ideas will be less for the next gen- . 
creased by eration than for the present, not through any con- 
Poor Teaching. «i derable growth in the power of the human brain 
within a few decades, but because good methods of instruction, 
if we can establish and maintain them, will gradually produce 
teachers thoroughly competent to guide their pupils through the 
initial difficulties of dynamics. ‘That all teachers of physics are 
not yet in this condition, a very brief tour of visits to classrooms 
will show. 


ON THE PRESENTATION OF DYNAMICS 343 


Not long ago, in a flourishing city school, I heard part of a 
recitation on the meaning and application of the law of acceler- 
mXU 


ation, f= , where v is the velocity imparted instances. 


in # seconds by the force f to the mass m. The teacher re- 
marked to me when I entered the room that he found it hard 
to get his pupils to understand the dywe. I expressed sym- 
pathy ; but, in the discussion with pupils which presently fol- 
lowed, the teacher repeatedly gave his approval to the following 
statement: A dyne is the force which will move one gram one 
centimeter in one second. 

In another school, — an excellent school, — I heard a teacher, 
after-giving his pupils to understand that sliding friction is some- 
what less with high velocity than with low velocity, — a very doubt- 
ful proposition in itself, — explain this alleged fact by declaring 
that the momentum of the moving body helps to carry it over 
the frictional obstacles. The experiments under discussion were 
such as involved uniform velocity of the sliding body. 

In still another excellent school I heard a teacher discuss the 
pressure in a siphon, in operation, as if the question were one of 
simple hydrostatics, assuming the pressure at a given level, in 
the stream within the siphon, to be just as great as the pressure 
in the still water at the same level outside the siphon, thus 
neglecting altogether the difference of pressure used in giving 
momentum to the water entering the tube.’ 

The law that action is equal to reaction and opposite in 
direction, is so very simple in form and so easily remembered 
verbally, that probably most people who have ever heard it 


1 The case of pressure in the siphon, during flow, seems rather too 
difficult for profitable discussion, in detail, with a school class or a young 
class in college. I think it better to keep to the static aspect, consider 
the siphon filled, with its lower end closed for the moment, and merely 
show that the pressure within the siphon at this end at this moment is 
greater than the atmospheric pressure, so that water must flow out as 
soon as the tube is opened. Yet some clear elementary conception of 
the dynamics of the flowing water is needed, in order to enable the 
teacher of young pupils to see why he had better leave that matter un- 
touched by his class. 


344. ON THE PRESENTATION OF DYNAMICS 


think they understand it. Yet there is plenty of evidence that 
teachers sometimes fail to realize and apply it, even in simple 
cases of collision of bodies. There is a certain experiment or 
set of experiments, to the devising of which I have given a 
great deal of care and thought, intended to illustrate the fact 
that the algebraic sum of the momenta of two bodies is the 
same after their collision as before, and that this rule holds 
true as well for ivory balls with putty interposed as for ivory 
balls in naked shock. Yet once a teacher of considerable ex- 
perience, who now holds and deserves an important position 
in the school system of a large city, complained to me that this 
set of experiments was a comparative failure, because, according 
to his observations, it seemed to indicate that inelastic bodies 
preserved their total momentum as well as elastic bodies. I 
explained the situation to him in a word; he thanked me heart- 
ily, and has, I feel sure, ever since found that particular experi- 
ment easier to deal with and more profitable to discuss than it 
used to be. 

I found, too, that another teacher, a well-known man, observ- 
ing that the total momentum after collision was usually, by the 
somewhat defective method of estimation prescribed in the 
experiment referred to, made to appear slightly less than the 
total momentum before collision, was in the habit of teaching 
his pupils that the difference found was due to the loss of 
momentum (or energy ?) in the production of heat at the colli- 
sion. Of course, a teacher in such confusion of mind, as to 
the relations of momentum and energy, would make a muddle 
in the minds of his pupils. 

Lest these instances of faulty teaching should be considered 
invidious, let me say that I have long since come to the con- 
clusion that it is unfair and unsafe to condemn any teacher for 
any single mistake, however glaring. 


It is plain that a considerable part of our trouble with ele- 
mentary dynamical notions comes from our unfortunate, but at 
present unavoidahle. multiplicity of force-units. We have, at the 


»# 


ON THE PRESENTATION OF DYNAMICS 345 


least, the pound and the gram as gravitation units of force, the 
same names being used also for units of mass, and the poundal 
and the dyne as absolute, or acceleration, units of witiplicity 
force. Some generations hence the pound and the of Force- 
poundal may have disappeared from common use, bese 

the decimal system of weights and measures being then fully 
established ; but it is doubtful whether the change will be 
rapid, and in any case we of the present day must face the 
difficulties of the transition state. Perfectly clear fundamental 
ideas on the part of the teacher are essential to success in this 
field of operations. 

Moreover, the teacher should have a well thought out plan 
of campaign, though he should be able and willing to change 
this plan as occasion seems to require. It is a qeea of 
great mistake to insist that the pupil must get his Simplicity. 
ideas in the same order in which a master of the subject may 
choose to arrange his own matured conceptions. Such a 
master is apt to be too subtle and guarded in his preliminary 
statements, to look so far ahead as to raise difficulties which 
have not yet occurred to the pupil, — difficulties the too early 
consideration of which confuses and discourages the beginner. 
It is well to begin with simple and rather dogmatic statements, 
to be supported by experiment and argument and illustration 
as these are consciously or unconsciously demanded by the 
class. Simple problems, too, should be given in abundance, in 
order that the pupil may acquire that firm grasp of ideas which 
comes only by use. 

To give a pedagogical syllabus of elementary ideas and rela- 
tions in dynamics would be foreign to the purpose of this book ; 
but the tabulation of a few important equations for faputation 
each of several systems of units may serve a useful of Equations. 
purpose, by showing similarities and differences, and even by 
exhibiting the complexity of the present situation in every-day 
dynamics. In the equations which are given below, acceleration, 
whenever mentioned, is assumed to be uniform acceleration, 
and force, whenever mentioned, is assumed to be uniform force. 


346 ON THE PRESENTATION OF DYNAMICS 


Moreover, the velocity, v, is supposed to be a at the beginning 
of the time, 2. 


Equations for Acceleration, Distance Travelled, Velocity Ac- 
quired, Force, Work, and Kinetic Energy, with the Absolute 
C. G. S. System of Units, 


the dyne being the unit of force and the erg being the unit 
of work and of energy. 


v 
(1) a = acceleration = OWE eo t. 


: v I 
(2) @ = distance travelled = — X*t = — a7. 
2 2 


(3) pi eee a a, froms(1) and (2). 
(4) ite = = ma, where v is the velocity given to the mass 
m by the force fin the time #. 


(5). ce WOK ae 


When zw is entirely spent in giving kinetic energy 
to m, we have 
as ; mveU I 
(6) 2, ¢. == kinetic energy = w= 77 — es xX -f=-mv’". 
2 P 


Corresponding Equations with the Gravitation C. G. S. 
System of Units, 


the gram-force, a force equal to the pull of gravitation on a 
gram mass, being the unit of force and the gram-centimeter 
being the unit of work and of energy. 


: v 
(1)-a = acceleration = mle ara ‘a 


v I 
(2) @ =distance travelled = — X ¢=- a 2. 
2 2 


(3) \¢;*,=3te? a wstrome(g sands (2): 
mu mM ee 

CA) aes oe on where v is the velocity given to the mass 
& 


o 
roy 


m by the force / in the time 4 


ON THETPRESENTATION OF “DYNAMICS. 347 


[Si wie work <=) fa. 


When vz is entirely spent in giving kinetic energy 
to m, we have 
2 
diam MEO AY mv 
(Gere. KINCUC CNeToyi— tins J) 
ahs WP: 2 2 


With the Absolute Foot-Pound-Second System, 


in which the poundal is the unit of force and the foot-poundal 
is the unit of work and of energy, we have precisely the same 
equations as with the absolute C. G. S. system. 


With the Gravitation Foot-Pound-Second System, 


in which the pound-force, a force equal to the pull of gravita- 
tion on a pound mass, is the unit force and the foot-pound is 
the unit of work and of energy, we have precisely the same 
equations as with the gravitation C. G. S. system. 


Many engineers, in this country at least, keep to the gravi- 
tation English unit of force, and yet write 


Jorce = mass X acceleration. Mass in the 
Language of 


This is as if we should write equation (4) of a "usiueering. 
gravitation system in the form f=— a, and call ~ the mass. 
oO 
} 


That is, the engineer calls the mass of ro pounds of iron 
Io~+g. It is to be hoped that in time there will be agree- 


ment between physicists and engineers as to the meaning of 
so important a term as mass. 


CHAPTER XII 
PLAN AND EQUIPMENT OF A LABORATORY 


Let us suppose the school, for which we are to provide a 
laboratory, to be one of considerable size. 

We have elsewhere, see Chapter VII., seen reason to believe 
that, for the best results, the laboratory sections should number 
not more than fifteen, though we may well make provision for 
slightly larger sections in view of emergencies. 

We will consider first the laboratory tables. Very short 
tables are comparatively expensive; very long ones are too 
Working much in the way when one has to go around them. 
Tables. The width should be such as to give plenty of 
room for a row of pupils on each side, with somewhat bulky 
apparatus before them, and without the necessity of crowding 
Bunsen burners and steam-boilers, for example, into close 
proximity with other articles which might suffer from the 
association. A good size for the table is ro feet by 4 feet, 
the height being 3 feet. Stich a table will give working room 
for six pupils, three on aside. Fig. 18 shows such a table in 
elevation and Fig. 19 shows it in plan. In Fig. 18, gg is a gas- 
pipe having six outlets downward for Bunsen burner connec- 
tions, and four short horizontal branches (see also Fig. 19) for 
ordinary illuminating jets. In the same figure, 18, 44 is a 
wooden bar, attached to the end posts by means of clamps, 
and adjustable at any height above the table between the gas- 
pipe gg and the tops of the posts. From this bar six brass 
rods project horizontally (see Fig. 21), each 1 foot long and 
each provided with a miniature vise, a thin saw-cut 1 inch 
deep, crossed by a pinching screw. This vise is not, perhaps, 
important, but the brass rods are very convenient for making 


PLAN AND EQUIPMENT OF A LABORATORY 349 


suspensions, of spring-balances, for example, in careful weigh- 
ing. ‘The scale of Figs. 18 and 19 is 1 cm. for 1 foot. Few, 
if any, features of this table are original with me. 


TGs 


The four small circles shown in the table-top in Fig. 19 
indicate holes bored through for suspension of pans bearing 
weights in a certain exercise on the bending of rods. The 


FIG. 19. 


line vr indicates the position of a rod under observation, p 
being position of index. Two holes at mid-length of the table- 
top are not shown in Fig. 19. 


350 PLAN AND EQUIPMENT OF A LABORATORY 


The table should be so made as to keep a reasonably flat 
top, as in some exercises a level surface is very desirable, and 
therefore it should have as many as six legs. Pine and ash 
are good materials. Oak is objectionable on account of its 
tendency to warp. 

If the plan of the course to be given involves furnishing each 
member of the class with a particular set of apparatus, which 
he alone is to use and for which he must be responsible, it may 
be necessary to provide drawers or lockers in or under the 
tables ; but such a plan of work is, I believe, uncommon, and 
I greatly prefer plain tables with no such receptacles ; for these 
latter interfere with certain uses of the tables and, being neces- 
sarily without glass fronts, hide whatever may be within them. 

Let us suppose that we have three of these tables, accommo- 
dating, if need be, eighteen pupils in individual work. ; 

If now we had a very long room lighted on one side, we 
might put all the tables in line near the windows; but this 
The Labora- WOuld not be a very good arrangement, for it would 
tory Room. put one line of pupils with their backs to the light, 
and the other line with their faces to the light, — a disposition 
of the class unfavourable in some exercises to those facing the 
windows ; for sometimes the parts of the apparatus demanding 
their most critical observation would be in the shadow of other 
parts. We will suppose the room (see A in Fig. 20) to be 
oblong, lighted on one side and one end, and will place the 
tables, 1, 2, 3, crosswise of this room, with one end of each 
distant about 3 feet from the lighted long side. A shelf sup- 
ported by brackets on the wall is very useful, and we will sup- 
pose such a shelf, 15 inches wide, to run along the lighted end 
of the room at the height of the working tables. See 7. Our 
room should contain also a large soapstone sink, 5a, with an 
adjacent slop-table, 5, for holding battery materials, etc., a table 
for reference books, 4, another, 6, for demonstration apparatus, 
a wall blackboard, g, and a long row of cases, 8, for storing ap- 
paratus. Ample provision of space for all these things, arranged 
as in Fig. 20, A, gives us a room 35 feet long and 25 feet wide. 


PLAN AND EQUIPMENT OF A LABORATORY 351 


The apparatus cases should be about 2 feet deep, easy range 
for the adult arm, and the top not more than 6.5 feet above 
the floor. Much bulky apparatus, of such a nature Apparatus 
as not to be easily injured, can well be placed on Cases ete. 
top of the cases. The shelves should be adjustable at various 
heights, unless some one knows the apparatus well enough to 
place them in advance. The highest shelf should not be more 


than 5 feet above the floor. 
73 
: 
1 
5 7 


A few drawers, for cork-stoppers, rubber tubing, small hard- 
ware, etc., and a few cupboards for glassware, crockery, record 
books, and other things more useful than sightly, can be placed 
in, or under, the tables for books and demonstration apparatus. 

Nothing has yet been said here in regard to the height of the 
laboratory ceiling, or the number and dimensions of the win- 
dows. It goes without saying that the room should be well 
lighted. Fig. 20 indicates seven windows, each 4 feet wide. 
As to the height of the ceiling, there are few experiments which 
demand greater height than that of the ordinary room in a mod- 


352 PLAN AND EQUIPMENT OF A LABORATORY 


ern, well constructed, school building, and it would be hardly 
justifiable to make an exceptional height for the sake of these 
few experiments. , 

We must presently consider the lecture-room and the prepa- 
ration-room, or workshop. As the latter is a necessary adjunct 
to both the laboratory and the lecture-room, it may 
well be placed between them, if this arrangement 
is consistent with the general plan of the school-building, of 
which we assume the rooms for physics to bea part. A common 
form for such a building, in the case of public schools, is a long 
main body, with rather broad hall-ways, or passageways, run- 
ning along its rear, and with a wing at each end. At the end 
of a passageway (see E, Fig. 20), and in line with it, there is 
likely to be a long narrow space, sometimes utilized as a coat- 
room. This space, which I shall assume to be 10 feet wide, 
will here be taken as a workshop and general utility room (B, 
Fig. 20). Circumstances must determine whether the lecture- 
room or the laboratory shall occupy the rear of wing. 

The plan shown in Fig. 20 does not undertake to provide 
for instruction in the use of tools, or for the manufacture of 
much apparatus, but only for such operations of construction 
and repair as the energetic teacher must be prepared to under- 
take. This equipment should include a work-bench and a lathe, 
with tools for working in both metal and wood, an emery wheel 
for sharpening tools, and facilities for soldering and glass-blow- 
ing. The last two operations may use a blast lamp in common, 
and should therefore be carried on near each other. The blast 
of air for the lamp can be furnished by means of a Richards 
pump, with compression chamber, placed in a sink. From 
such a pump, with a good head of water, a sufficient current of 
air for the lamp can be carried many feet through a half-inch 
pipe. The teacher should have also at his service an outfit for 
photographing and for blue-printing, and the dark room for 
developing may well be placed at the inner end of the work- 
room. Of course there should be shelves and a case of drawers 
for stock and tools. 


Workshop. 


PLAN AND EQUIPMENT OF A LABORATORY 353 


All these things being placed, and also an electric motor for 
power, which may be on the floor or on a platform above the 
rest of the machinery,’there will remain in room B a consider- 
able amount of space available for storing the lecture-room 
apparatus. The most convenient way of getting such apparatus 
into the lecture-room, C, is through a door in the middle of the 
wall behind the lecture-table. 

The width of the lecture-room, as shown in Fig. 20, is 35 feet. 
The depth I leave undetermined, as that should depend on the 
number of pupils it will be required to hold. The yecture- 
common practice of making the width of a lecture- R0™ 
room much greater than its depth is unfortunate. The front 
seats at the sides in such a room are undesirable, for they give 
a very oblique and therefore indistinct view of things on the. 
blackboard which is behind the lecture-table. 

The lantern-screen is also supposed to be behind this table, 
on a roll which draws it up out of sight when it is not needed ; 
but, if the ceiling is high, the wall space above the blackboard, if 
finished smooth and white, serves exceedingly well as a screen 
for projections. ‘The lantern itself is supposed to be at the 
rear of the room. ‘The one window shown in the wall of C 
is supposed to be on a level with the lecture-table, so that 
a mirror placed at this window will put the sun’s rays at the 
service of the lecturer, provided this window has a southerly 
outlook. 

At the lecture-table sink it is well to have two faucets, one of 
which should end in a screw, so as to admit of ready connec- 
tion with an aspirator. It is well to provide the gone 
table with a horizontal adjustable bar carried by Fduipments. 
end posts, like the bar and posts of the working-tables (see 
Figs. 18 and 19); butas these objects might sometimes obstruct 
the view of something on exhibition beyond them, the posts 
should be so attached to the table as to be easily removed or 
replaced. 

For a source of low voltage electricity, which one needs to 


use occasionally at the lecture-table, the arrangement illustrated 
23 


354. PLAN AND EQUIPMENT OF A LABORATORY 


by the following diagram (Fig. 21) is to be recommended: 
S: and S, are two storage cells of the ordinary type, connected 
with each other in series through the binding-posts b, and 
bs. These cells are charged by a battery, DD, of six large 
gravity Daniell cells connected with each other in series. The 
connections here shown are maintained all the time, so that the 
storage cells are always ready for use. If two volts are needed 
for use in any experiment, connection is made with the binding- 
posts b; and b,, or with b,; and by. If four volts are needed, 
connection is made with b,; and b, All the cells should be 
covered so as to diminish evaporation. 


A convenient and useful device for controlling strong currents 
by variation of resistance is in the form of a column of carbon 
plates, each about four inches long and 3} inch thick, held in a 
frame between two thick end plates of brass, one of which can 
be pressed against the adjacent carbon plate by means of a 
screw passing through one end of the frame. The greatest 
defect of this device is that one cannot tell, without some sup- 
plementary measuring instrument, how great its resistance is at 
any giver: instant. 

The reflecting galvanometer (see Figs. 15 and 16, Chapter 
VIII.), if the lecture-room is provided with such an instrument, 
can be placed, when in use, on a shelf just below the blackboard, 
the inclined screen being placed above the blackboard, or the 
whole outfit can be put in one corner of the room in place of 
the triangular apparatus case, 22 of Fig. 20. ; 

If the school is one in which the physics class is small, the 


PLAN AND EQUIPMENT OF A LABORATORY 355 


laboratory room, with little or no change from its plan as already 
given, can be used as a lecture-room. 


I have said little in this book in regard to the general body 
of apparatus with which the physics department of a well 
equipped school should be provided, and I shall 
not now undertake to treat of this matter at length. 
Accompanying the Harvard Descriptive List of laboratory 
exercises is a detailed list of apparatus for these exercises, 
which is the product of years of experience and suggestion and 
gradual development. Much of this apparatus, which is simple 
and inexpensive, would be useful in any beginner’s course of 
laboratory physics, looking toward college or not looking 
toward college. Moreover, several manufacturers of school 
apparatus keep the articles of the Harvard list in stock and 
know these articles by the numbers they bear in that list, a fact 
which facilitates ordering from them if one has the Harvard 
list at hand. 

As to the apparatus for lecture-room purposes, almost any 
modern descriptive text-book is a fairly good guide, though of 
course one should compare various books and various catalogues 
of dealers in apparatus before making any large purchase. 


Apparatus. 


CHAPTER XIII 


PHYSICS TEACHING IN OTHER COUNTRIES 


REFERENCES. 


Board of Education of the English Government. Special Reports 
on Educational Subjects. 

British Association Reports, in many places; for example, in 1889 and 
1890, “ Suggestions for a Course of Elementary Instruction in Physical 
Science.” : 

Delalain Fréres, 115 Boulevard Saint-Germain, Paris, official pro- 
grammes of primary and secondary instruction in France. 

Russell, J. E. German Higher Schools. New York and London, 
Longmans, Green & Co. 1899. Pp. 467. 

Sharpless, I. English Education. New York, Appleton & Co. 
London, E. Arnold. 1892. Pp. 193. 


WirHoutT undertaking an examination of the state of elemen- 
tary physics teaching in all European countries, we may well 
inquire what it is in Germany, England, and France ; for these 
are the countries to which, rightly or wrongly, Americans are in 
the habit of looking for suggestion and instruction. 

Germany has a well established system of physics teaching in 
her schools as well as in her universities, and this system, if it 
is not the cause of her eminence in physical research and her 
success in commercial scientific undertakings, is at least con- 
temporaneous with these achievements. England has for a 
number of years studied German methods of secondary educa- 
tion in science, hoping thus to find and profit by the secret ot 
her dangerous commercial activity. It is well, therefore, that 
we should look first at these same methods as they are found 
in German schools below the universities. The numerous 


PHYSICS TEACHING IN OTHER COUNTRIES 357 


quotations given below, from Russell’s German Higher Schools,} 
make this task easy. 

It should be said in advance that in both classes of the 
higher schools, the classical gymnasiums and the zea/-schools,? 
the full course of study is nine years, which, beginning with the 
year of the lower class, are numbered thus, sexta, guinta, guarta, 
unter-tertia, ober-tertia, unter-secunda, ober-secunda, unter-prima, 
ober-prima. Many pupils, however, leave the schools at the 
end of six years, there being a well defined break in the course 
at that point. 

(From p. 330.) ‘‘The chief aim of all instruction in the 
natural sciences [ including physics ] is to cultivate the habit of 
keen and accurate observation, to strengthen the pupil’s reason- 
ing powers and to increase his ability of expressing clearly what 
he sees and thinks. The acquisition of a fund of systematic 
knowledge or useful information is a secondary consideration.” 

After remarking (p. 333) that “the science work in the Real- 
schools is taken more seriously than in the Gymnasien,” the 
author gives, “‘as-a type of what is done in Prussia the course 
of study prescribed in the Konigstadtisches Realgymnasium of 
Berlin.” The physics of this course is, 

-“Unter-secunda. [Sixth year]. Pysics, 3 hours [per week]. 
First semester: Frictional electricity and phenomena out of 
{taken from] the domain of magnetism and galvanic electricity. 
Acoustics and optics. Second semester: Mechanics of solid, 
liquid, and gaseous bodies. General properties of matter. 
Parallelogram of forces and of motion. Laws of falling and 
vertically projected bodies. The simple machines. Text-book, 
Jochmann, Grundriss der Experimental Physik.” 

“Ober-secunda. Physics, 3 hours. First semester: Mag- 
netism and galvanic electricity. Second semester: Heat, 
repetition and extension of mechanics, especially of oblique 
projection and of central motion. Text-book, same as in 
Onter-secunda.” 


1 Longmans, 1899. 
2 The Realeymnasien and the Oberrealschulen. 


359° PAYVSICS TEACHING JIN OTHER COUNT 


“Unter-prima. ysics, 3 hours. First semester: Wave 
theory, acoustics and optics. Second semester: Mechanics. 
_In both semesters, reviews and more thorough mathematical 
treatment of particular parts of the earlier work. Solution of 
problems. ‘Text-book, same as in Untler-secunda. (Physical 
laboratory exercises, 2 hours, optional.) ” 

“QOber-prima. /Pfysics, 3 hours. First semester: Optics. 
Second semester: Mechanics. In both semesters, reviews and 
more thorough discussion of parts of the earlier work, especially 
quantitative determinations and methods of measurement. 
Text-book, same as above. (Physical laboratory exercises, 2 
hours, optional.) ” 

(From p. 345.) “According to the Prussian syllabus of 1892, 
the course in physics is divided into two parts. The first part 
is intended to give the pupil some notion of the fundamental 
principles of the subject as exemplified in the ordinary and 
more familiar manifestations of nature; it is concluded 
with Unter-secunda. ‘The continuation of the course aims to — 
give those who may pass on to the university a more compre- 
hensive understanding of physical laws and their applications. 
This division is in strict accord with a prevailing idea of the 
Berlin Conference [in which the present Emperor figured so 
prominently |, that those leaving school at sixteen should have 
as symmetrical a training as it is possible to provide. Only the 
most important principles are taught in the first part of the 
course, and much stress is put upon the application of these to 
the practical affairs of every-day life.’ 

“The advanced course is first of all a repetition and exten- 
sion of the earlier work, and in the second place a more 
extended mathematical treatment of the subject. This latter 
phase of the work can be done successfully only in the Read/- 
schools, inasmuch as the mathematics taught in most Gymmna- 
sien is insufficient for the purpose.” 


1 “ Full information of what may be accomplished in this preliminary 
course may be found in the Zeztschrift fiir den physikalischen und chem- 
ischen Unterricht, Fahrgang V, Heft 4 (April, 1892).” 


tepals CACHING JN OTHER ICOUNTRIES. 359 


(From p. 346.) ‘A text-book is always employed in teach- 
ing physics and chemistry, precisely in the same manner as in 
teaching natural history. But, unlike the methods commonly 
used in American and English schools, German teachers invari- 
ably use these books for reference only. It is not expected, 
however, that they will take the place of the elaborate compen- 
diums found in each school-room ; they are mere outlines of the 
subject, intended to assist the pupil in making scientific classi- 
fications, not for purposes of recitation. In fact, as we have 
repeatedly observed, the German teacher never assigns a lesson 
in advance to be studied at home. Recitations, therefore, at 
_ least in the American sense, are unknown. 

“A typical lesson always includes a review of the principles 
and experiments of past lessons which have a direct bearing 
upon what is next to be presented. ‘The teacher explains the 
nature of the apparatus with which he is to deal, and places it 
upon his desk in full view of the entire class. . . . Certain 
conditions are stated, and the class questioned as to what results 
may reasonably be expected. This preliminary discussion hav- 
ing carefully prepared the way for a right understanding of 
the experiment, the demonstration by the teacher follows. The 
students are required to make note of the apparatus used, the 
principles involved, the conditions under which the reaction 
occurred and the results obtained. By means of a running fire 
of questions, the teacher keeps himself informed in regard to 
the mental state of his class; for it is his duty to see not only 
that all understand the trend of the experiment, but also that its 
significance is realized. 

‘German practice is always consistent in its adherence to the 
idea that good teaching never leaves the pupil in doubt. In 
mathematics he is not assigned a problem to wrestle with by 
himself alone,” etc. 

*‘ Every principle worth demonstrating is illustrated in class. 
But the teacher does more than demonstrate; he feaches as 
well. And successful teaching requires that present impressions 
be definitely related to past experiences. Wrong relationships, 


360 PHYSICS TEACHING IN OTHER COUNTRIES 


or none at all, are an inevitable consequence of misapprehension. 
For this reason the German teacher counts it his duty to prevent 
his students drawing wrong inferences. They have not yet 
arrived at the stage of independent study; that comes in the 
university. In secondary schools no time should be wasted in 
beating about the bush. The ability to make an occasional 
lucky guess is in nowise identical with sustained logical thought. 

“‘ At the conclusion of a lesson topic, the pupil is directed to 
consult his text-book and afterward write up his notes. ‘This 
done, the teacher inspects the book at his leisure. 

“ Laboratory exercises, if required at all, are introduced at 
this point, in order that students may themselves duplicate the 
experiment performed by the teacher or make other demonstra- 
tions putting to practical test the knowledge just acquired. The 
function of laboratory practice, as will be seen, is to make appli- 
cation of facts already learned, not at all for the purpose of pre- 
senting new truths or arriving at new deductions. Inasmuch as 
laboratory practice is optional, and the exigencies of the time- 
card usually place it out of school hours, few students enter for 
it: 

(From p. 348.) ‘ Probably the best adducible evidence of 
the relative value of the various studies, as popularly estimated, 
is the part each plays in the final examination. Judged in this 
way, the sciences take a low rank. Physics may be counted as 
a fourth part of mathematics in the gymnasial examination; in 
the Aea/schools, one problem is assigned in physics and one in 
chemistry.!| The worst of it is that, ‘nothing short of a miracle,’ 
to quote a German teacher, ‘can prevent the promotion of the 
most deficient member of the class, provided his attainments be 
satisfactory in other subjects.’ ”’ 

There is much to be commended in the physics instruction 
which the German boy receives. It does not attitudinize, does 


1 A foot-note here gives problems set at the final examination (Ar- 
biturientenpriifung) of a Realgymnasium. The problems in physics are 
simple, involving the use of Ohm’s law, the tangent galvanometer and 
Wheatstone bridge. 


PHYSICS TEACHING IN OTHER COUNTRIES 361 


not call itself by a name which it cannot live up to; it drives 
straight and hard at some of the most important objects of 
study, a useful knowledge of physics and a useful habit of lock- 
ing at and thinking about those physical phenomena which are 
presented to the pupil’s view. I do not feel disposed to criti- 
cise German school-teaching as too little “inductive ” or “ heur- 
istic,” though possibly it may be so. Its chief defect, and a 
serious One, seems to be that it does not give the pupil labora- 
tory work for his own hands, and therefore leaves him wanting 
in that actual experience of apparatus which is so important for 
any one who must conduct or devise experiments or make any 
objective use of physics. Transported to America, where the 
incentives to scholarly effort on the part of young pupils are at 
present much less strong, and where teachers are less thoroughly 
equipped, than in Germany, the German school system of 
physics teaching would probably not work well. 


When we turn from Germany to England, and attempt to 
realize the state of science teaching in the schools of the latter 
country, the field of view grows suddenly obscure. For, as 
compared with Germany, England can hardly be said to have 
a system of education: she has rather a state of development, 
and in some respects a rapidly changing state, the changes 
being as rapid in science instruction as in any other. 

The Special Reports on Educational Subjects issued by the 
English Government? contain a good deal of interesting matter 
relating to instruction in science. Jn volume 6 (1900) Mr. 
Archer Vassall, Assistant Master at Harrow, writes as follows: 

“In Public Schools [the endowed schools like Rugby, 
Eton and Harrow] the teaching of science has only recently 
begun to take reasonable shape, and ceased to be a series of 
fireworks, or isolated physical phenomena, presented in a 
casual and indigestible manner to the pupil; while there has 
been so little of it in the Preparatory Schools [preparatory to 


1 Vols. 1-3 by the “ Educational Department,” later volumes by the 
“ Board of Education.” 


362 PHYSICS TEACHING IN OTHER COUNTRIES 


the endowed Public Schools] that its past and present state in 
these institutions does not require any long exposition. 

“ Nevertheless, now that the large number of subjects in- 
cluded under the head of Science are more reasonably taught 
to elder boys and others, there has arisen a fairly widespread 
feeling, amongst both parents and schoolmasters, that some 
elementary information on scientific subjects should be given 
to boys whilst still at Preparatory Schools, and that these sub- 
jects afford valuable material for educating the minds of such 
boys. To their credit be it said, Board Schools and Girls’ 
Schools have for some time realized this fact, and in many of 
them scientific subjects find a place in the curriculum. 

“In Preparatory Schools the result of this inclination has 
been that several tentative efforts in scientific instruction have 
been made, and are still in progress at many of them, though 
nothing approaching the systematic ‘nature study’ of the 
young American has as yet been achieved.” 

Mr. Vassall’s opinion, as shown in this article, is in favour of 
physics, for preparatory schools, rather than chemistry, and 
strongly for laboratory work combined with lectures, rather 
than lectures alone. 

Volume 2 of the Resorts contains (pp. 389-413) an article 
on “ The Heuristic Method of Teaching or The Art of Making 
Children Discover Things for Themselves,” by, Professor Arm- 
strong. The “ British Association Scheme” of science instruc- 
tion, to which he frequently refers, was the outcome of the work 
of a committee of the association, which was appointed in 1887 
and reported in each of the three following years. In 1889 
and 1890 the committee printed in its reports Suggestions for 
a Course of Elementary Instruction in Physical Science, by 
Professor Armstrong, who was a member of the committee. 
It is evident that these reports have had much influence in 
England, and Professor Armstrong, in the article named above, 
claims a very marked degree of success for teaching inspired 
by the methods and principles set forth in ‘‘ The British Asso- 
ciation Scheme.” He states in this paper that in 1897 this 


PHYSICS ‘TEACHING IN OTHER COUNTRIES 303 


scheme “ was in operation in no fewer than 40 of the London 
Board Schools.” 

In general terms this scheme, as originally set forth, is to 
train the pupil from childhood to observe, think about, and 
experiment on, common things, air and common liquids and 
earthy materials, for example, not with a view to making him 
by and by a specialist in chemistry or physics, but for the 
purpose of forming certain important habits and cultivating 
certain important powers, while giving a considerable amount 
of directly useful information. It is admitted that progress 
will be slow, as it is in all the other important studies of child- 
hood, but great things in the way of preparation for the inevi- 
table and unending conflict of nations, in commerce, industry, 
and war, are hoped for by the advocates of this scheme of 
instruction, if it is undertaken and persistently carried out. 

The title of Professor Armstrong’s paper should be read in 
the light of the following passage (p. 407), by which it appears 
that the “method of discovery ”’ by individual pupils is not 
rigidly adhered to. ‘‘ No books will be used, but the class will 
gradually write its own book and so come to understand how 
books are written ; for whenever an object has been properly 
studied, the teacher, instead of dealing with the scholars in- 
dividually, will call them to order as a class, and by judicious 
questioning will then elicit all that is needed for the description 
of the work done. The simplest possible account will be 
written on the blackboard as the questioning proceeds, and at 
the close of the lesson a senior pupil will copy this with a 
typewriter, and each member of the class will afterwards receive 
a copy, which will at once be pasted in a book, to be kept for 
reference and used as a reader.” 

Appendix A to the paper of Professor Armstrong gives the 
“Course of Instruction in Elementary Science adopted [in 
1896] by the Incorporated Association of Headmasters” of 
secondary schools? for pupils commencing the study of physics. 


1 According to Sharpless, Zxglish Education (Appleton, 1892), “ Sec- 
ondary education [in England] is now in the hands of a number of 


364 PHYSICS TEACHING IN OTHER COUNTRIES 


Professor Armstrong speaks of this syllabus as ‘‘ based on the 
- British Association scheme.” It is worthy of careful examina- 
tion. The headings under Elementary Physics are: 
Measurement of Length. 
Measurement of Area. 
Measurement of Volume. 
Measurement of Mass. 
Measurement of Density. 
Measurement of Thrust and of Pressure, of Pull and of 
Tension. Distinction between solids, liquids, and gases. 

7- Measurement of the force which a liquid exerts upon 
a body immersed in it. 

8. Measurement of Temperature. 

9g. Measurement of Quantity of Heat. 

1o. Measurement of Vapour Pressure. 

11. Measurement of Force in pounds or grams weight, and 
their Graphic Representation. 

12. Resolution of Forces. 

13. Equilibrium of Three Forces. 

14. Equilibrium of Four or more Forces. 

re, ibarallelshorces. ” ) 

16. Centre of Gravity. 

17. Principle of Moments, Levers. 

18. Simple Machines. 

According to Professor Armstrong (p. 397) the Oxford 
and Cambridge Local Examination Authorities have tried to 
make examinations suited to the science syllabus of the Head- 
masters’ Association. “ Unfortunately, however, their instruction 
in no way whatsoever imply or involve heuristic teaching ; and 
it is only too clear that that which is fundamental in the recom- 
mendations of the British Association scheme has not been 
understood.” This was printed in 1897-1898 ; things may be 
different now. 


Ano ym 


private schools of all degrees of goodness and badness, of a few non- 
conformist denominational schools which are usually good, and of the 
endowed schools for boys” (Public Schools and Grammar Schools). 


PHYSICS TEACHING IN OTHER COUNTRIES 365 


The general tendency of Professor Armstrong’s writing seems 
to be to discourage the use of printed books and to make the 
pupil distrust accounts of what has not been seen by himself or 
his classmates. American teachers should, I think, be slow to 
follow this suggestion. The ordinary American boy is only too 
willing to act on the hint not to study books on physics. He 
will do laboratory work cheerfully enough, even when he has 
only the dimmest idea what it is all about, but he shrinks from 
the, to him, painful effort of getting from a book the definitions 
and the reasoning necessary to make the laboratory work intel- 
ligible. This is not because he has any predilection for the 
“heuristic” method ; for he delights to be told things by word 
of mouth instead of seeking them out for himself, and, if not 
persistently discouraged from the practice, will habitually stand 
with an open book before him and ask for information that is 
plainly given on the printed pages beneath his eyes. Nor does 
the disinclination to reading necessarily disappear with youth. 
It often persists into manhood and renders fruitless the labour 
of years. 

Is it not quite possible that the scientific pre-eminence of the 
Germans as a race is due largely to their habit of reading widely 
and thoroughly, of mastering by reading not only the bulky 
treatises and periodicals of their own language, but also the 
scientific publications of foreign tongues? Consider the signif- 
icance and influence of such a journal as the BEIBLATTER to the 
ANNALEN DER Puysik. What testimony it gives to the zeal 
of the Germans in the study of science through the printed 


page. 


The completeness with which the educational system of 
France has been worked out by a thoughtful and ingenious 
people makes it worthy of study. The official programmes of 
primary and secondary instruction, with which we are concerned, 
are set forth in considerable detail in frequent publications 
issued by Delalain Freres, 115 Boulevard Saint-Germain, Paris. 
Any one can by reading these programmes get a fair idea of 


366 PHYSICS TEACHING IN OTHER COUNTRIES 


what is being done in schools of any given class throughout 
France. 

In examining with considerable care the parts relating to 
physics in the official programmes of the various kinds of schools, 
I have found nothing anywhere which seems to require or to 
provide for experimental work to be done by pupils, though I 
am informed that laboratories for pupils in physics do exist in 
some /ycées. Indeed, for students taking the classical course 
I find nothing under chemistry, even, which seems to make 
provision for laboratory work by pupils until the Classe de 
Mathématiques Speciales, for young men who have completed 
the ordinary /ycée course, is reached. Here twelve chemical 
“manipulations,” each, apparently, occupying the student four 
hours, are strictly prescribed.! In the “ modern” course of the 
lycées there is some little provision for laboratory work in 
chemistry in the third class, the second class, and the first class 
(sciences), about eighty hours in all. 


In the elementary primary schools there are object lessons’ 
(legons de choses). Although the object of the primary school 
instruction is frankly and emphatically utilitarian, an attempt is 
made to cultivate the philosophical imagination of the pupils. 
‘Tn all instruction, the master, at the beginning, makes use of 
tangible objects, has the children see and touch the things, puts 
them in the presence of concrete realities ; afterward, little by 
little, he exercises them in getting at the abstract idea from the 


1 An official order relative to these exercises, which order was written 
in 1854, and is apparently still in force, runs thus: “The pupils ought 
never to be left to themselves during the manipulations. These should 
always be preceded by a conference, in which are set forth, with all 
necessary details, the operative processes relative to the manipulations 
which the pupils are to perform. In describing these operations the 
professor executes them, making use of the same apparatus which the 
pupils are to use. Finally, the apparatus, mounted in advance, is dis- 
played before their eyes, which indicates all the dispositions which they 
will have to observe in the arrangement of the pieces which compose it.” 
This order affords a good example of the care and precision with which 
official instructions are issued to teachers in the public schools in France. 


PHYSICS TEACHING IN OTHER COUNTRIES 367 


objects, in comparing and generalizing, in reasoning without 
the aid of material examples.” 


In the higher primary schools for boys we find 

“Physics and Chemistry. (Two hours a week [for both, not 
for each] during the three years.) General Remark. — In each 
year the course in physics and chemistry will be essentially ex- 
perimental.” That is, the lessons are to be illustrated by 
lecture-table experiments. 

“ Physics. Firsr Year. Seat. —In general, bodies expand 
under the influence of heat.— Simple experiments. — They 
expand unequally. 

“ Temperature.— Mercury thermometer. — Graduation. — 
Centigrade Scale, degree centigrade. —— Maximum and mini- 
mum thermometers,” etc. 

The general course is the same for all three sections, com- 
mercial, industrial, and agricultural, but with applications vary- 
ing from one section to another, “according to the special 
needs of each.” | 


In the higher primary schools for girls the physics of the 
first two years is identical, so far as the official programmes 
of. topics show, with that of the same years in the corres- 
ponding schools for boys, but the like is not true of the third 
year. 

As the time allowed for physics and chemistry together 
in these schools for girls is only one hour a week for the 
three years, just one-half as much as the time given to the 
same subjects in the corresponding school for boys, it Is evi- 
dent that the instruction received by girls is comparatively 
superficial. 


In the first three years, “ Dzviszon Elémentaire,” of the course 
in the Zycées and col/éges for boys, there are object lessons, one 
hour a week, which include a little physics. A note of instruc- 
tion given in connection with the science of the preparatory 


368 PHYSICS TEACHING IN OTHER COUNTRIES 


class, and repeated over and over again with reference to the 
science of subsequent classes, up to the Classe de Rhétorique, 
is the following: ‘ Professors are especially charged to spare no 
pains to make the demonstrations and the relations of facts well 
understood, and zat to dictate their courses. They may, if they 
think it best, put into the hands of the pupils an autographic 
text or a book which will relieve them from the necessity of 
developing personally all parts of the course.” 

During the next three years, Dzviszon de Grammaire, there is 
in the classical course, and also in the “modern” course, a 
little of zoology, of botany, and of geology, but there is nothing 
of physics, as such, or of chemistry, in either course. 


Indeed, there is in the classical course of the Zycées no study 
of physics under its own name.until the Classe de Rhétorique, 
the ninth year of the course, is passed ; then the student has, in 
the Classe de Philosophie, five hours a week divided between 
physics and chemistry, or, in the Classe de Mathématiques 
Llémentaires, in addition to some study of elementary mechan- 
ics, six hours a week divided between physics and chemistry. 
Of course the physics work done in these classes is elementary, 
a fact sufficiently illustrated by the following list of “‘ Comp/e- 
ments,” with which the physics programme of the C/asse de 
Mathématiques Elémentaires ends: 

“Laws of falling bodies. — Atwood’s machine.— Morin’s 
machine. 

““ Proportionality of forces to accelerations. — Mass. — Its 
measure by means of weight. 

“ Pendulum. — Applications. 

“Very elementary notions of work, vis viva, energy, the 
mechanical equivalent of heat. 

“Various forms of energy. — Principles of the conservation 
of energy. 

‘“‘ The steam-engine. — Condenser. — Expansion.” 

This brings the student in the classical course to his bacca- 
laureate. His opportunities to learn physics have been, appa- 


PHYSICS EAGHING IN OTBER! COUNTRIES. 369 


rently, about the same as those afforded by American colleges 
having the old-fashioned non-elective course. 

In the “modern course” of the Zycées, physics, as such, is 
taken up earlier, three hours a week being divided between it 
and chemistry in the Classe de Trotstéme, the seventh year. 
The spirit in which it is to be taught is indicated by the fol- 
lowing official extract from some report : “ The professor of 
sciences will not lose sight of the fact that the object of his 
instruction is not solely to teach his pupils a certain number of 
acquired facts, but that it is also, particularly in the course of 
modern studies, where the sciences hold a large place, to con- 
tribute to the general culture of the mind. He will, therefore, 
so act that the high educative virtue peculiar to science, which 
those profit by who give themselves up to it, shall be in force 
as much as possible in his teaching.” This precept is meant 
to apply to the science teaching in general; but under the head 
of physics and chemistry the following direction is given: “‘To 
the demonstration of scientific truths the professor will add 
“upon occasion the exposition of methods [of measurement or 
research | and the history of discoveries.” The physics of this 
third class consists of the elementary study of gravity and heat. 
In the next year, second class, when four hours a week are 
divided between physics and chemistry, the work deals with 
electricity, magnetism, acoustics, and optics. 

On leaving the second class (eighth year) the student may 
enter the first class (letters) in which there is no physics, the 
first class (sciences), in which four hours a week are divided be- 
tween physics and chemistry, or the Classe de Mathématiques 
Elémentaires, in which, as we have already seen, six hours a 
week are divided between physics and chemistry. So far as one 
can see by the official programme, the physics course of this last 
class is precisely the same for those who have come through 
the modern course as for those who have come through the 
classical course, although it has been preceded by considerable 
physics study in the modern course, and by almost none in the 
classical course. 

24 


3/0. PHYSICS TEACHING IN OTHER COUNTRIES 


In the /ycées and colleges for girls there is no physics, as 
such, until the third year, when the pupils are about four- 
teen years of age. In this year two hours a week are di- 
vided between physics and chemistry, the former science, 
apparently, having the greater part of the time. The subjects 
taken up in physics are all under the headings Gravity and 
Lfeat. 

In the next year, the fourth of the course, one and a half 
hour per week is given to physics and chemistry, the physics 
topics treated being all under the headings Acoustics and Optics. 
In the next year, the last year of the regular course, physics and 
chemistry together have two hours per week, the physics relating 
to magnetism and electricity. 

The total time, then, for physics and chemistry in the Zycée 
course for girls amount to five and a half hours a week for 
one year. This is about one-quarter of one year’s work, the 
total number of hours of stated instruction being twenty-one per 
week in the third year and twenty-four per week in each of the 
two following years. 


It appears, then, that the physics work of French schools 
is light and expansive, descriptive, somewhat historical, some- 
what philosophical. It is, no doubt, skilfully conducted. Yet 
we need not be surprised that philosophers? have little respect 
for it, as a means of sound discipline, in comparison with Latin 
and Greek ; for it is evidently intended to be an entertaining 
and informing rather than a formative study. 


On the whole, it appears that the best secondary schools in 
America, in trying the experiment of teaching physics by means, 
in part, of laboratory work done by the pupils, have little or 
nothing to learn from the corresponding schools in France, 
Germany, or England. For France has apparently never 
dreamed of such an undertaking, Germany has never seri- 


1 See Fouillee, Education from a National Point of View, Chapter II. 


LEY ocean PACHING TN OLAER COUNTRIES. 371 


ously considered it, and England is no farther along with it 
than we are in America, if indeed she is as far. If we make 
a final and permanent success of this venture, as we seem likely 
to do, Europe will have an opportunity to learn from us, and 
we may in this way be able to repay in some small measure the 
educational debt which we have owed to her so long. 


Index 


[CHEMISTRY, pp. 1-227. 


ACADEMIC and formal treatment, 
61, 64. 
Acceleration test of mass, dis- 


cussion of observations on, 


283. 

Accidents in the laboratory, 125. 

Action and reaction, discussion of 
observations on, 284. 

Affinity, 147. 

Allotropism, 145. 

America, chemical instruction in, 
20 57,-00. 

Ann Arbor, influence of in Physics, 
272: 

Apparatus (Chemistry), blanks 
for, 196; care of, 199; dealers 
in, 199; for lectures, 201; list 

SROr ON. 

Apparatus (Physics), arrangement 
of, 303; general, 355; redupli- 
cation of, 291; teacher’s record 
of, 302. 

Apparatus cases, 351. 

Application to every-day matters, 
importance of (Chemistry), 68, 
74, 129, 138, 177. 

Applications (Physics), 314. 

Arithmetical blunders of pupils, 
287. 

Armstrong, Prof. H. E., on heuris- 
tic teaching, 105, 106, 362. 

Arnott’s Elements of Physics, 208. 

Arrangement, principles of, his- 
torico-systematic, 55, 59; nature 
study method, 53, 54, 50; theo- 
retical, 53, 54, 58. 


PHYSICS, pp. 229-371.] 


Articulation of school and college 
work, 44-48. 

Atomic theory, 79, 81, 154-162, 
164. 

Atomic weight, definition of, 165. 

Avogadro’s hypothesis, 54, 61; 
incomplete discussion advisable, 
76. 


BALANCES, 
285. 

Battery, theory of, 169. 

Bending, discussion of observa- 
tions on, 281. 

Bibliography (Chemistry), 2109; 
(Physics), 324 (see also refer- 
ences at heads of chapters and 
sections). 

Book-learning, indirectness of, 93. 

Britain, chemical instruction in, 
19, 57: 

Brookline high school, physics in, 
337- 


Burns, treatment of, 126. 


116, 


195; 255: 2573 


CALCULATION, by pupil, on labo- 
ratory work, 208. 

Cause, 150. 

Change and variety, need of, 251. 

Child’s experimental knowledge, 
aLy: 

Characteristics, of chemical 
change, 69-75; of work in sci- 
ences, 8-16, 50-52. 

Charts, 202. 

Chemicals, 192. 


374 


Chemistry, reasons for the study 
of, 17. 

Classroom, fittings, etc., 200; in- 
struction in, 128. 

College Entrance 
Board, 47, 183, 333: 

College entrance (Chemistry), 38, 
39, 176. 

College entrance (Physics), 327; 
history of the N. E. A. report on, 
328. 

College requirements, 
from, 336. 

Combining weights, law of, 75-79. 

Committee of Nine, 46, 60, 85, 
183. 

Committee of Ten, 29, 39, 46, 
138; 

Committee on college entrance re- 
quirements, 39, 48, 183, 327. 

Conservation of matter, 173. 

Coulter, Prof. J. M., self-elimina- 
tion in scientific work, 12. 

Crystals, 205. 


Examination 


stimulus 


DEGREES, academic, 241, 247. 
Demonstrations, 133; experiments 
for, 134, 167, 169, 170. ; 
Density of air, discussion of obser- 
vations on, 285. 

Desks, laboratory, 189. 

Detailed list of laboratory exer- 
cises, 330—-333- 

Diagrams, 202. 

Difficulties with which chemistry 
contends, 22-27. 

Difficulty, intrinsic, of chemistry, 24. 

Difficulty with words, 317. 

Double decomposition, 168. 

Drawing, 243. 

Dynamics, presentation of, 341 ff. 


ELECTROLYSIS, 167. 

Electro-motive series, 169, 202. 

Eliot, President, on the study of 
science, 83; on the profession of 
teaching, 234. 


INDEX 


Ends for which chemistry is taught, 
64-66, IIo. 

Energy, matter and, 152. 

Engineering study, 243. 

England, teaching in (Chemistry), 
57, 105; (Physics), 361. 

Equations, how they are made 
(SO.), 78-80; time for, 83; 
writing, 82. 

Equilibrium, chemical, 169. 

“Even front” progression in labo- 
ratory work, 290. 
Every-day matters, application of 
chemistry to, 68, 74, 129, 138. 
Expansion of air, preparation of 
apparatus for measuring, 259. 
Experiments, qualitative and quan- 
titative, 312 (sce under quantita- 
tive). 

Explanation, 129; equals descrip- 
tions, 147. 


FALLACIES, 145. 

Faulty reasoning, 88, 89. 

Form, care for, 251, 315. 

Formule, their meaning, 78-82. 

Fouillée, Alfred, Education from a 
National Point of View, 370. 

France, physics teaching in, 365. 


GaGE’s Elements of Physics, 269. 

Galvanometer for lecture room, 
reflecting, 310. 

General chemistry, importance of, 
208. 

Generators for gases, 195. 

Germany, teaching in (Chemistry), 
20; (Physics), 356. 

Glass-working, 113, 243. 

Grammar of science, 146. 

Grammar schools, quantitative 
laboratory work in, 320. 


HARVARD action on physics for 
admission, 270, 271. 

Harvard Descriptive List, 255, 259; 
271, 329. 


INDEX 


Harvard influence on chemical in- 
struction, 19; outline of require- 
ments, 69, 184. 

Heat of solution, 146. 

Heuristic teaching, 19, 54, 56, 105, 
362. 

High schools, what they should do 
in physics, 336. 

History of physics, 244. 

History of the teaching of chemis- 
try, 18. 

Hofmann, experiments of, 134, 201. 

Hoods, laboratory, 191. 


IDENTIFICATION, exercises in, 178. 

Illustration, abuse of, 142, 143; 
absorption, 141; application of 
generalizations to every-day mat- 
ters, 129, 138; Bunsen flame, 
89; burning hydrogen, 63; dis- 
sociation of ammonium chloride, 
88; heuristic method, 107, 108; 
making of an equation, 78 ; mak- 
ing of chlorine, 131; manufac- 
ture of aluminium, 139; metals 
and acids, 31, 109; need of, 129, 
140, 141; origin of valency, 163; 
oxidation and reduction, 140; 
potassium iodide and sulphuric 
acid, 102; potassium persul- 
phate, 81; properties of chlo- 
rine, 95; use of the imagination, 
131; water of crystallization, 96, 
144. 

Imagination in science, 11, 131. 

Individual work and group work, 
203. 

“Inductive and deductive,” 274. 

Intensive rather than extensive 
work, 62, Io!. 

Introductory work, 49-84; qualita- 
tive characteristics, 69; quantita- 
tive characteristics, 73 ; summary 


of, 68. 


KNOWLEDGE-MAKING, 9, 23, 24, 
87. 


S75 


LABORATORY (Chemistry), direc- 
tions for use in, 94; equipment 
for, 193; furniture for, 189; in- 
struction in, 85; store-room of, 
195; structure of, 187; supplies 
for, 195. 

Laboratory (Physics), plan and 
equipment of, 348 ff. 

Laboratory exercise, length of, 
293. 

Laboratory manual, use of, 294. 

Laboratory sections, size of, 292. 

Laboratory work alone not enough, 
304. 

Laboratory work (Chemistry), di- 
rections for, 94; general value, 
87; psychology of, 91; value in 
chemistry, go. 

Laboratory work (Physics), prepa- 
ration for, 294; record of, 296- 
301. 

Language and science study con- 
trasted, 10, 49, 89, 92, 102, TIO. 
Law, in natural science, 148; of 

precipitation, 146. 

“Laws,” inaccuracy of some, 279; 
search for, 282. 

Lectures and recitations, 304 ff. 

Lecture experiments (Chemistry), 
134, 167, 169,170; (Physics) 308. 

Lecture-room, 353. 

Length of course, 40-42. 

Liebig’s course of instruction in 
chemistry, 18. 

Liquid pressure, 313, foot note. 


MACGREGOR, Prof. J. G., on knowl- 
edge-making, 9, 23, 24, 49. 

Mach, Prof. Ernst, on the study of 
science, 9. 

Manipulation, need of directions in 
regard to, 97, I12. 

Manual labor, relief from, 302. 

Mass, acceleration test of, 283; in 
language of engineering, 347. 

Mathematics, 235, 241, 242. 

Matter and energy, 152. 


376 INDEX 


Method of inquiry, 278. 

Method of verification, 277. 
Methods, report on, 289. 

Middle States Board, action of, 333. 
Mineralogy, 204. 

Misleading words, 144. 


‘“ NATURE STUDY,” 316. 

Nichols, Professor, on research by 
teachers, 216, 248. 

Note-book, 123-125, 298. 

Numerical problems (Chemistry), 
135, 136; (Physics), use of, 307. 


OBSERVATION, directions to assist, 
98; involves creation of subject 
of study, 36, 98 ; must be supple- 
mented by text-book, 19, 136; 
what it implies, 87. 

Observation, habit of, 243, 249. 

Observations, pooling of, 281-285. 


PACKARD, J. C., physics course de- 
scribed by, 337. 

Perkin and Lean, characteristics 
of their book, 56. 

Physical chemistry, 165-171; value 
to the teacher, 166, 170. 

Physical observation, chemistry 
founded on, 17, 30-33, 39, 69. 

Physics, before or after chemistry, 
29-37; is chemistry simpler than, 
34-37: 

Physics Teachers, Eastern Associ- 
ation of, 289 ff. 

Picton, Prof. H., on heuristic teach. 
ing, 108. 

Platform-balance, 257, 285. 

Portraits, 203. 

Preparations, inorganic 211. 

Problems, 135; collections of, 136. 

Projecting lantern, 311. 


QUALITATIVE analysis, 171-178; 
history of its use in introductory 
work, 18; in training of teacher, 
209, 212; substitute for, 178. 


Qualitative or quantitative work 
for lower schools, 318. 

Quantitative analysis, its value, 210. 

Quantitative experiments, benefits 
of, 120; degree of exactness of, 
114}; equipment for, 115; ex- 
amples of, 78, 117; historical, 
115; objections to, 121; time and 
method of use, 119. 

Questions, collections of, 133; 
good and bad, 132. 

Quiz, 128; abuse of, 306. 


READING, books and journals, 218- 
227, 248; original papers, 214. 

Reagents, 192. 

Reciprocal proportions, law of, 75. 

Recognition of unknown bodies, 
exercises in, 136. 

Repetition of exercises, 288. 

Research, 216, 247. 

Reversible actions, 169. 

Rowland, Professor, 247. 

Russell, J. E., German Higher 
Schools, 357. 


SATURATION, 145. 

Science, objections to the study of, 
16; reasons for the study of, 
8-16, 239; Spencer’s reasons for 
the study of, 6, 13. 

Secondary schools, essential differ- 
ence in, 335. 

Self-elimination in scientific work, 
12. 

Solution tension series, 202. 

Specialization in the secondary 
school, 42-44. 

Spencer, Herbert, his reasons for 
the study of science, 6, 13. 

Spring-balance, 255. 

Stability, 144. 

Steam baths, 194. 

Strong acids, 130, 144, 145. 


TABLES for laboratory work 
(Physics), 348. 


— ee 


INDEX 


Teacher, defects in training of, 22; 
demands on his time, 135; ex- 
perimental work for, 134, 167, 
169, 170, 216; his development, 
214; his preparation, 207-214, 
238; his private room, 206; his 
reading, 218; need of his pres- 
ence, 122, 126, 

Teachers College, 245. 

Teachers, number required, 123. 

Teaching, study of the art of, 244. 

Text-book, choice of, 184 ; need of, 
99, 101, 136; types of (Physics), 
268 ff. 

Torrey, Joseph, characteristics of 
his book, 58. 

Trowbridge’s Mew Physics, 270. 

Tyler, Prof. J. M., use of the 
imagination, II. 


UNIFICATION, need of, 143. 

University of the State of New 
York, syllabus of chemistry, 
183. 


VALENCY, 162-164. 

Vassall, Archer, on physics in 
English preparatory schools, 
361. 


WATER of crystallization, 96, 144. 

Water-proofing, 253. 

Weighing, method of, 112, 258. 

Workshop, 352. 

Worthington’s Physical Laboratory 
Practice, 270. 


YEAR of curriculum for chemistry, 
37-40. 


Longmans, Green, & Co’s Publications. 


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Theory of Dalton—IV. Dalton’s Atomic Theory and the Work of Davy 
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Fortunes of the Atomic Theory between the Years 1819 and 1844— VII. 
Development of Organic Chemistry — VIII. The Radical Theory and Dis- 
covery of Substitution —IX. The Constitution of Acids and the Differen- 
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Unitary System — XI. Valency, the Chemical! Nature of Carbon, and the 
Constitution of Organic Compounds — XII. The Development of Stereo- 
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